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MAR  2  1   1929 


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Industrial -Social  Education 


By 

WILLIAM   A.  BALDWIN, 

Principal  of  the  State  Normal  School,  Hyannis,  Massachusetts. 

Assisted  by 
Mrs.  Baldwin  and  Members  of  the  Facwlty. 


1  wish  the  youth  to  be  an  armed  and  complete  man  :  no  helpless  angel  to  be  slapped  in  the  face,  but  a  man 
dipped  in  the  Styx  of  human  experience,  and  made  invulnerable  so,  —  self-helping.  A  redeeming  trait  of  the 
Sophists,  Hippias  and  Gorgias,  is  that  they  made  their  own  clothes  and  shoes.  Learn  to  harness  a  horse,  to 
row  a  boat,  to  camp  down  in  the  woods,  to  cook  your  supper.  —  Emerson. 


;  zS8  3 


SPRINGFIELD, 
MILTON    BRADLEY    COMPANY, 

19(«. 

IKAR  1904 


Copyright,  1903, 

By  Milton  Bradley  Company, 

Springfield,  Mass. 


LB 

> 

) 


Zo  /fb\2  jfatber, 

WHO,   THOUGH  A  PHYSICIAN,  PURCHASED  LAND  AS 

HIS  BOYS  GREW  OLD   ENOUGH  TO  WORK, 

AND  TAUGHT  THEM  FARMING. 


PREFACE. 

^Vhatever  llie  iiiiui  does,  or  whatever  befuUs  liim,  opens  unotlier  cliaiaber  in  liis  soul, — that 
is,  lie  has  not  a  new  feelin;^',  a  new  tliouj;ht,  a  new  organ.  Do  we  not  see  liow  ania/ingly  for  this 
end  man  is  htted  to  the  world  ?  — Emeviion. 

This  l)<>ok  on  industrial-social  edncatioii  lias  been  -written  in  response  to  the 
suggestion  of  several  persons  whose  opinions  on  educational  matters  are  highly 
esteemed  in  Massacliusetts.  It  has  been  said  that  a  brief  account  of  the  inaugu- 
ration of  the  work  whieh  is  being  done  along  this  line  at  Hyannis,  supplemented 
by  a  discussion  of  the  pedagogical  reasons  for  the  work  and  a  few  chapters  show- 
ing exactly  how  some  things  have  been  done,  would  be  certain  to  prove  helpful 
to  many  teachers.  It  has  also  been  urged  tliat  there  is  a  very  widespread  ami 
increasing  interest  in  the  subject  among  all  people  who  are  interested  in  educa- 
tional and  social  improvement,  and  that  those  who  are  anxious  to  introduce 
industrial  work  into  their  schools  find  very  few  helpful  books  on  the  market. 
The-se  are  some  of  the  reasons  which  have  led  me  to  offer  this,  which  may  be 
considered  as  a  preliminary  report  of  work  as  yet  in  the  experimental  stage. 

Even  these  reasons  Avould  not  have  seemed  to  furnish  a  sufficient  excuse  for 
adding  to  the  multitude  of  new  books  if  I  had  not  l)ecome  e-raduallv  but  thor- 
oiighly  convinced  regarding  the  following  points:  that  we  are  working  along- 
right  lines,  even  if  our  work  is  crude ;  that  our  faces  are  toward  the  light ;  that 
the  work  is  very  important  and  that  our  most  thoughtful  people  of  all  classes 
are  ready  for  something  of  this  kind. 

Modern  education  has  for  its  basis  a  few  pedagogical  principles  upini  which 
all  educators  now  agree.  It  should  be  noted,  however,  that  the  general  agTce- 
uient  occurs  when  the  principles  are  stated,  l)ut  that  when  it  comes  to  the  appli- 
cation of  these  same  principles  there  is  almost  as  general  disagreement. 

As  one  consciously  attempts  to  apply  just  a  few  of  these  principles  accord- 
ing to  his  understanding  of  them,  he  soon  becomes  convinced  that  they  are  much 
more  complex  and  far-reaching  than  he  had  supposed.  He  continually  gets  new 
glimpses  of  old  truth,  and  it  comes  gradually  to  mean  something  quite  different 
from  what  it  did  before.  It  has  gradually  been  borne  in  upon  me  that  what 
we  need  in  education  is  not  so  much  the  discovery  of  new  truth  as  the  applica- 
tion of  the  truth  in  which  we  all  claim  to  believe. 

The  present  duty  of  every  teacher  is  to  try  to  understand  that  which  is 
accepted  as  truth  in  modern  pedagogy  and  to  work  out  the  application  which  is 


S  PREFACE. 

appropriate  for  his  own  particnlnr  field.      Then   we  may  compare  notes  and 
move  forward. 

All  of  the  work  at  llyaniiis  has  been  planned  with  this  thought  in  mind. 
'I'll is  book  is  an  attempt  to  explain  to  any  who  may  be  interested  in  educational 
development  what  we  are  attempting  to  do  by  way  of  the  application  of  the 
jirinciples  of  Pestalozzi  and  Froebel.  The  book,  like  the  work,  is  fragmentary 
and  lacking  in  artistic  finish. 

That  \\'hicli  has  thus  far  been  accomplished  has  been  possible  only  through 
the  earnest  co-operation  of  the  members  of  the  faculty  and  the  kind  considera- 
tion of  Supt.  F.  W.  Kingman,  the  members  of  the  local  school  connnittee,  and 
of  the  parents  of  tlio  cliildren  of  the  Training  School. 

Particular  mention  should  be  made  of  those  teachers  who  have  described 
so  clearly  the  varions  kinds  of  hand  work  which  is  done  under  their  direction,  of 
.Mrs.  Baldwin  foi'  the  chapter  on  the  knot-stitch  baskets  and  for  great  assistance 
in  proof  reading,  and  of  ]\[r.  Henry  Turner  Bailey  for  writing  the  introduction, 
for  designing  the  cover  and  for  many  valuable  suggestions. 

Chapters  VI  and  VII  were  written  l)y  Ida  E.  Fijstley. 

Chapters  VIII,  IX,  XII  and  XIII.  bv  Mabel  ^L  Kimball. 

Chapter  X,  by  Isadore  M.  Jones. 

Chapters  XIV,  XV,  and  XVIII,  l)y  Bertha  M.  Brown. 

Chapter  XVI,  by  Clara  M.  Wueeler. 

Chapter  XIX,  l)y  Annie  II.  Chad  wick. 
In  the  lio])e  that  it  may  be  a  means  of  help  and  encouragement  to  all  those 
who  are  striving  to  bring  more  abundant  life  into  our  schools,  this  book  is  sent 
forth  to  the  j)ublic. 


INTRODUCTION. 

To  I'ealize  the  visions  of  all  \\ie  seers  of  the  race,  to  make  foi-  the  Highest  a 
perpetual  dwelling  })la('e  with  iiicii,  has  ever  heen  the  effort  of  the  leaders  of 
mankind.  Sinee  Plato  men  have  thought  of  the  Ilighest  as  the  Ti'iic,  the  Beau- 
tiful, and  the  Good,  and  of  these  three  as  one.  But  alas !  within  their  thought 
the  three  have  not  been  held  in  equilibrium.  Tlie  ])rimal  balance  has  never  yet 
been  attained  by  man.  The  Hebrew  empiiasized  the  Good,  ^iiid  untempered  by 
science  and  art  it  became  the  righteousness  of  the  scribes  ami  pharisees — an 
exclusive  and  competitive  i)iety  whose  logical  end  is  to  be  seen  in  the  dispersion 
of  the  nation.  The  Greek  emphasized  the  Beautiful,  and  untempenMl  by  wise 
laws  and  efficient  ethical  ideals  it  became  the  sensuous,  and  the  nation  disap- 
peared, for  the  things  that  are  seen  are  temporal.  The  Boman  em])hasized  the 
True  as  he  conceived  it  under  the  form  of  law,  l)ut  law  enforced  rc^gardless  of 
life  and  love  brought  forth  hatred  and  death,  and  Bome  decayed.  Every  nation, 
everv  free  citv,  everv  oriianization  of  men,  everv  man,  consciouslv  or  snl>- 
consciously,  has  attempted  this  supreme  emprise.  The  watchwords  have  changed 
Imt  the  quest  has  been  one:  law,  love,  life;  loyalty,  bravery,  ])urity;  alchemy, 
romance,  chivalry;  equality,  liberty,  fraternity;  knowledge,  culture,  morality; 
science,  art,  religion ; — called  by  any  name  in  any  tongue  the  desire  of 
all  nations  is  the  same,  Immanuel,  God  with  us.  For  the  attainment  of  thi< 
ideal  men  have  sought  to  find  an  efficient  agent  in  a  divine-human  hero,  a  divine- 
human  king,  a  divine-human  law,  a  divine-human  institution,  a  divine-hum:in 
book.  America,  in  searching  for  an  efficient  agent,  has  hit  ui^on  Education — 
free,  universal  education  for  every  human  being  within  her  borders.  Tn  th  it 
education  in  early  days  the  religious  element  was  over-emphasized  ;  in  later 
days  the  intellectual  was  too  strongly  urged  ;  in  our  day  teachers  are  coming  to 
see  that  the  sensuous  must  have  its  place,  for  ever,  as  of  old,  the  three  are  one. 
The  education  of  the  head,  of  the  hand,  and  of  the  heart,  in  ]ierfect  balance, 
that  is  the  modern  guise  of  this  world-old  problem.  F])on  this  ])robleni  ^Mr. 
Baldwin  and  his  associates  at  Hyannis  have  been  at  work.  I  have  had  the  good 
fortune  to  know  something  of  the  hopes  and  fears,  of  the  ideals  and  efforts,  of 
this  group  of  earnest  teachers  fn^m  the  very  beginning  of  their  work.  T  am 
familiar  with  the  results  tlius  far  secured.  T  therefore  take  pleasure  in  bearing 
testimony  to  the  fact  that  this  little  book  hap])ilv  reflects  their  tliouglit,  their 


10  IXTKODUCTIOX. 

spirit  and  tlieir  practice.  Wliatever  faults  it  may  share  with  all  things  human, 
it  has  one  merit  of  transcendent  worth.  It  is  sincere.  It  goes  forth  fearlessly 
to  proclaim  the  abiding  faith  of  its  author,  that  the  proper  training  of  head, 
hand  and  heart  in  true  accord  will  ultimately  make  possible  to  all  men  a  life  of 
health  and  joy  and  peace. 

Hexet  Tukxek  Bailey. 

Trustwortli,  North  Sc'ituate,  Massachusetis,  Spiking,  1903. 


TABLE    OF    (OXTEXTS. 


Chapter. 

I.  Industrial  work  at  Hyanuis  Xornial  School. 

lil.  The  attitude  of  the  child  in  the  new  manual  training. 

111.  IVfanual   training   adapted   to    the  environment  of   the  cliild 

and  related  to  the  work  of  the  home  and  society. 

I\'.  Manual  training  and  physical  training  as  a  basis  for  other 
school  work.  ...... 

,      V.  The  playhouse  as  a  center  in  the  primary  grades. 

VI.  AVeaving  in  the  first  and  second  grades.    . 

YIl.  Eaphia  work  for  the  first  and  second  grades.     , 

YIIl.  Raphia  baskets.  ...... 

IX.  Rattan  and  splint  baskets.         .... 

X.  Melon  baskets.  ...... 

XI.  Knot-stitch  baskets.  ..... 

XII.  Braided  raphia  hats.  ..... 

XIII.  Rattan  footstools.       ...... 

XIY.  First  year  of  school  garden  work. 

XV.  Second  year  of  school  garden  work. 

XVI.  Correlation  of  school  garden  with  othej-  subjects. 

XVII.  Advantages  of  school  gardens  and  suggestions  regarding  the 
management  of  the  same.       .... 

(^    XVIII.  Hammock  making.  ..... 

XIX.  Sewing.     ........ 

XX.  Vacation  schools.   ...... 


15 
29 

8.5 

45 

55 

57 

65 

71 

i  t 

83 

87 

93 

97 

105 

113 

119 

125 
129 
137 
141 


-^*«. 


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CiLirTEE    I. 

INDUSTRIAL  WORK  AT  THE  HYANNIS  XORMAL  SCHOOL. 

/ZS8  3 

This  apparatus  of  wants  and  faculties,  this  craving  body,  whose  organs  ask  all  the  elements 
and  all  the  functions  of  Nature  for  their  satisfaction,  educate  the  wondrous  creature  which  they 
satisfy  with  light,  with  heat,  with  water,  with  wood,  with  bread,  with  wool.  The  necessities 
imposed  by  this  most  irratable  and  all-related  texture  have  taught  man  hunting,  pasturage,  agri- 
ci^lture,  commerce,  weaving,  joining,  masonry,  geometry,  astronomy.  Here  is  a  world  pierced 
and  belted  with  natural  laws,  anil  fenced  and  planted  with  civil  jiartitions  and  properties,  Mhich 
all  put  new  restraints  on  the  young  inhabitant.  He,  too,  must  come  into  this  magic  circle  of 
relations,  and  know  health  and  sickness,  the  fear  of  injurj' ,  the  desire  of  external  good,  the  charm 
of  riches,  the  charm  of  power.  The  household  is  a  school  of  power.  There,  within  the  door,  learn 
the  tragi-comedy  of  human  life.  Here  is  the  sincere  thing,  the  wondrous  composition  for  which 
day  and  night  go  round. — Emerson. 

Attempts  are  bein^i^  made  in  various  places  to  solve  the  problem  of  modern- 
education.  The  ITvannis  iSv^ornial  School  is  attacking  the  proldcm  from  its 
industrial  and  social  sides.  The  reader  may  be  interested  in  an  imaginary  visit 
of  inspection. 

The  village  school  consists  of  over  two  hundred  children  of  the  nine  grades 
and  is  used  as  the  training  department  of  the  Ilyannis  State  Normal  School.  If 
your  visit  were  to  l^e  made  at  three  o'clock  in  the  afternoon,  you  would  see  a  school 
verv  much  like  tlie  ordinarv  village  school,  housed  in  a  modern  l)rick  building 
of  six  rooms  and  doing  the  usual  schoolroom  work.  At  fi\'e  miuutes  after  three  school 
you  woidd  see  a  transformation.  The  school  becomes  a  manufactory  in  which  manufactory." 
each  child  is  making  something.  In  the  first-year  room  one  group  of  children, 
M'orking  in  pairs,  is  engaged  in  weaving  woolen  rugs  for  the  dolls'  house;  some 
are  braiding,  and  others  are  seAving  their  l)raided  raphia  into  mats.  In  the 
second-year  room  a  group  of  the  children  jtxQ  making  furniture  of  tag-board, 
while  the  other  division  of  the  class  has  c'one  to  work  in  the  carden.  In  the 
tliird-year  room  the  third-grade  children  are  making  raphia  baskets,  while  the 
fourth-ffrade  children  are  out  working'  in  their  o-avden. 

Of  the  children  of  the  orammar  trades,  some  bovs  have  e'one  to  the  attic  to 
make  rattan  baskets;  one  group  of  girls  is  at  the  dormitory  sewiiig  on  the  ma- 
chine; the  eighth-grade  boys  and  girls  are  at  work  in  their  garden,  and  one  class 
has  taken  an  expedition  into  the  fields  to  study  the  birds. 


INDUSTRIAL  -  SOCIAL   EDUCATIOX. 


New  spirit. 


History  of 
movement. 


Regular  man- 
ual training; 
work  ri'i'lacccl 
by  uarrlen 
work. 


PreparinK  the 
ground. 


'['he  children  talk  quietly  together  as  they  work.  They  go  and  help  them- 
.sc'lve.s  to  material  as  it  is  needed,  nnd  lielp  each  other  wlion  it  seems  desirable. 
(Often  a  child  proves  to  be  a  more  helpful  instructor  tliaii  the  teacher.)  They 
are  allowed  the  utmost  liberty  as  long  as  they  work  and  encourage  others  to  work. 
It  is  worth  going  far  to  see  the  new  spirit  which  shines  in  their  faces  and  the 
new  attitude  which  has  been  develoj)r(!  tdwni-d  nearly  all  of  the  school  work. 
This  is  evident  thiMuiihoul  the  dav  and  in  all  grades. 

Having  had  a  glimpse  of  the  school  as  it  is  now,  the  reader  may  like  to  know 
how  this  transformation  came  about.  The  iiyannis  Xormal  School  was  organ- 
ized in  1n!JT.  The  ti'aining  school  came  under  the  direct  supervision  of  the 
normal  school  in  1SJ)S.  We  first  attempted  to  [)ut  the  work  on  a  basis  similar 
to  that  of  the  iiioi'c  j)rogressive  public  schools  of  the  state.  Some  kindergarten 
occupations  were  introduced  in  the  pi-imai'v  grades.  Considerable  attention 
was  given  to  jdiysical  training  diii'ing  school  hours  and  at  recess  time.  Children 
went  out  on  ejq^editions  foi-  nature-study  <luring  school  hours,  and  some  regula- 
tion manual-training  work  was  introduced. 

But  gradually  we  became  convinced  that  we  were  working  only  on  the  edge 
an<l  very  largely  fi'oni  withoiit.  We  seemed  to  be  changing  the  outer  form  with- 
out much  cliange  of  the  inner  s])irit.  In  tlic  <])ring  of  11)01  we  gave  the  chil- 
iji'cn,  who  shouhl  have  taken  wood-work  and  sewing,  garden  work.  A  section 
of  the  campus,  about  one  hundred  and  eighty  by  fifty  feet,  was  fertilized,  plowed, 
and  liari'owe(l,  ami  tlie  see(|  was  purchased  by  the  state.  Then  this  land  was 
tunied  .)\cr  to  ilie  teachers  and  pupils.  Aieanwhile  the  members  of  the  class 
had  gained  some  vahudde  lettei'-wi'ii  ina  experience  in  sending  carefully  written 
letters  to  seedsmen.  I'liev  had  i-eviewed  their  knowledge  of  mensuration  bv 
measuring  and  measuring  again  the  garden,  and  plotting  off  the  same  into  dif- 
ferent sections  foi-  the  ])lanting  of  tlie  various  kiiuls  of  seeds.  Many  discussions 
arose  regarding  the  hot  time  and  jilace  for  the  phmting  of  the  different  kinds  of 
seeds.  These  iui'ui-^hed  splendid  oj)])ortunit ies  for  connecting  the  home  and 
the  scIkkjI,  for  the  use  of  reference-books,  and  for  good,  live  language  work,  both 
oral  and  written. 

As  soon  as  the  weather  was  suitable,  tlie  children  began  to  prepare  the 
ground  for  planting,  and  on  pleasant  days  they  worked  in  the  garden  about  an 
hour  each  afternoon.  TIk  y  became  very  observant  of  weather  conditions.  The 
different  kinds  of  seeds  were  i>lante<l  in  their  seasons,  some,  like  lettuce  and 
sweet  corn,  being  planted  at  different  times.  liecords  were  kept,  in  books  pro- 
vided for  the  purpose,  of  the  time  of  planting,  the  time  of  coming  up,  and  the 
various  changes  in  the  growing  plants.     Plants  were  com]iared  as  to  their  rela- 


1^ 


O 


o 


INDUSTEIAL   WORK    AT    THE    IIYAX^IS    NORMAL   SCHOOL.     19 

tive  rate  and  manner  of  growth,  and  the  ideas  gained  from  these  plants  were 
used  as  a  basis  for  reading  of  the  growth  of  simihir  phmts  in  other  parts  of  the 
world.  The  first  radishes  were  sold  to  the  dormitory,  and  fur  these  the  class 
received  its  first  check.      This,  with  othoi-  checks  and  cash  received  from  llie 

i-Ci  ii'i  ii-m  .  Correlation 

sale  ot  garden  pr(»(luce  dnring  the  snmmer  and  fall,  amounting  to  over  thirty  with  rcKuiar 
dollars,  was  deposited  in  the  Tlyannis  National  Bank.      The  whole  class  went  ^^"'^'*'^- 
to  the  bank  and  learned  exactly  how  to  make  a  deposit  and  to  di-aw  out  money. 
Each  pupil  was  provided  with  a  blank  book  into  wliicli  lie  copied  l)ills  of  pi-oduce 
sold,  deposits  made,  and  checks  drawn. 

After  the  fall  term  began,  the  same  class,  now  the  eightli  orade,  aiiain  assumed  'Pardon  work 

,1  r-    J.1  1  ^    rrA  1    M  1  -11  <       '  1  1      '  '  iu  the  autumn 

tne  care  o±  ilie  garden.  I  he  chihlren  picked  and  sohl  tomatoes,  sweet  corn, 
squash,  and  cucumbers,  pulled  l)eets  and  turnips,  and  saved  corn,  Ix'ans.  and 
other  seeds  for  next  year's  planting.  They  also  studied  forms  of  fruit  and  seeds, 
and  the  relation  of  plants  to  some  animal  life,  like  tlio  larva:-  on  the  turnips  and 
tomatoes,  and  the  parasites  on  the  tomato  larva\ 

After  finishing  the  garden  work,  the  class  elected  a  president  and  secretary,  organization 
and  discussed  what  it  should  do  with  the  money.      A  committ(>e  was  appointed  ° 
to  consider  the  matter  and  make  recommendations.      After  several  days  of  con- 
sideration the  committee  reported,  advising  the  expenditure  of  not  more  than 
five  dollars  for  a  little  class  ])arty  to  which  eacli  member  might  invite  a  friend,  ®°*-''^'  "'"■^^'• 
ihe  purchase  of  some  cord  for  hammocks,   and  the  accei^tance  of  mv  offer  to 
teach   them  how   to  make  hammocks   which   might   l)e   sold   and    the   proceeds 
of  which  might  be  added  to  the  bank  deposits.      The  report  was  accepted  with 
enthusiasm.      The  })npils  gained  some  good  points  in  ])arliamentarv  practice  in 
connection  with  class  meetings.      They  learned-  how  to  write  notes  of  invitation 
for  their  party  and  gained  some  valuable  hints  on  entertaining.      Before  thev 
could  make  their  liammocks,  each  was  obliged  to  whittle  out  his  own  Idock  and 
needle.      This  required  considerable  care  and  perseverance,  but  the  hammock-  „ 

^  -Jk  '  Hammock- 

making  lured  them  on  and  they  persisted.      Their  interest  has  steadily  increased  makinK. 

as  they  liave  grown  in  the  sense  of  their  own  power  to  do  something  that  has  a 
commercial  value.  This  garden  work,  and  that  with  which  it  had  l>een  corre- 
lated, had  j)roved  so  interesting  and  so  valuable  that  Ave  seemed  to  have  a  good 
l>asis  on  Avhich  to  build. 

As  the  work  of  the  autumn  opened  up,  it  seemed  to  me  that   the  time  was 
propitious  for  a  forward  step  of  considerable  importance.      Several  of  the  regu-  Discussions 
Jar  weeklv  faculty  meetings,  in  Avhich  the  teachers  of  both  the  normal  and  train- ^"^^':""^' 

^  .  meetmgs. 

ing  schools  take  an  active  part,  were  taken  n])  with  the  reading  and  discussion 
of  Dr.   Ilailmann's   address  before   the  graduates   of   the   teachers'    classes   in 


•20 


INDUSTRIAL  -  SOCIAL   EDUCATION', 


Child 
standpoint. 


\J 


K 


manual  training  in  the  Public  School  of  Industrial  Art,  Philadelphia,  June, 
1894,  as  it  appears  in  Neio  Methods  in  Education;  some  portions  of  Professor 
Dewey's  The  School  and  Society;  some  passages  from  Pestalozzi's  Leonard  and 
Gertrude  and  from  Proebel's  Education  of  Man  ;  and  a  j^aper  which  I  had  writ- 
ten on  manual  training.  Then  I  said  to  the  teachers  something  like  this :  ''  You 
are  good,  strong  teachers,  and  the  work  is  sure  to  go  pretty  well  if  I  say  nothing, 
hut  we  have  been  working  together  now  long  enough  to  he  acquainted,  and  I 
believe  we  have  the  confidence  of  the  community,  and  I  think  we  are  ready  to 
])ur  things  on  a  different  basis,  to  change  the  whole  attitude  of  our  school.  Wlien 
vow  think  of  a  school,  of  what  do  vou  think  ?  Rows  of  desks  with  children  in 
them,  prisoners  in  their  cells,  not  held  by  iron  bars,  but  by  the  will  of  the  teacher. 
When  you  think  of  the  work,  how  much  of  it  originates  with  the  pupil?  Go 
through  the  work  of  any  regular  school  day,  and  figure  out  the  per  cent,  of  work 
which  is  imposed  \t\)on  the  children  from  without  and  the  per  cent,  which  grows 
out  of  the  conscious  personal  needs  of  the  child.  Is  the  child's  standpoint  receiv- 
ing its  due  attention  ? 

"  As  a  teacher  and  as  a  superintendent  of  schools  I  have  been  much  inter- 
ested in  the  introduction  of  nature  work  of  the  right  kind  into  the  schools,  and 
work,  manual  ],.|^.^.  ^^.^.j^  ||j^,  wondcrful  iov  and  insi)iration  which  such  work  has  brought  into 

training,  and  j    i  i  ^  a 

iiuiiiy  schools  where  teachers  and  pupils  liave  gone  out  together  into  the  fields 
and  have  brought  the  spirit  of  the  fields  into  the  schoolroom. 

"  Very  early,  too,  I  began  to  appreciate  the  value  of  having  children  make 
their  own  apparatus  in  school.  I  saw  in  the  kindergarten  and  manual-training 
schools  how  the  children  love  to  be  doing  things.  Gradually,  but  surely,  I  have 
not  practical,  (-(.me  to  my  present  belief  that  nnu-h  of  the  education  in  our  schools  is  not  prac- 
tical because  it  is  unnatural  and  artificial.  We  take  the  young  child  away  from 
the  fields  and  woods,  where  he  longs  to  be,  and  put  him  into  a  box,  which  some  of 
us  have  l)een  trying  to  adorn  and  make  into  a  gilded  cage.  Even  here  we  are 
unwilling  that  he  shall  move  about  and  exercise  his  young  and  growing  muscles, 
litit  he  must  be  trained  to  sit  quietly  in  one  place  and  in  one  position  for  the  best 
lioni-s  of  the  day. 

''  When  you  think  of  the  child  as  you  see  him  at  home,  in  the  field,  or  on 
the  street,  full  of  life,  of  activity,  which  is  a  ])art  of  his  very  life,  and  of  joy, 
which  is  the  natural  accompaniment  of  the  activities  of  the  live  American  boy, 
and  then  think  of  him  as  vou  see  him  in  the  average  school,  vou  cannot  but  be 
impressed  with  the  contrast.  Out  of  school  he  was  a  veritable  interrogation 
mark;  in  school  the  tables  are  turned  and  he  must  answer  instead  of  ask  ques- 
tions.     Out  of  school,  from  morning  until  night,  he  was  the  personification  of 


Inspiration 
from  nature 


the  kinder- 
garten. 


Education 


Boy  out  of 
and  in  school 


JM)l'8TlilAL    WOKK    A'J^    TllK    IIVANXJS    XOKMAL    SCJIOOL.     :il 

j»er[)('iual  motion.      In  school,  if  he  obeys  the  rules  of  the  school,  he  must  sit 

quietly  in  his  place.      Xow,  modern  psychology  teaches,  what  every  common-  1/ 

sensed  father  knows,  that  activity  is  a  necessity  for  the  life  and  oTowth  of  the  ^^''^'^'^^' 

'  •  "■  ...        "^  child. 

young  child  physically,  mentally,  and  morally;  that  the  young  child  is  contin- 
ually reaching  out  througli  his  special  senses  to  lay  hold  u.])on  everything  about 
him,  to  test  it,  to  knov;  about  it,  to  see  what  its  relation  to  himself  may  be, 
to  see  if  he  can  use  it  and  make  something  for  himself  with  it;  that 
he  is  an  imitative  being,  delighting  to  say  the  sounds  he  hears,  to  represent  the 
action  which  he  sees  and  hears  described,  and,  in  fact,  to  live  over,  and  so  make 
his  OAvn,  the  different  ex|)cri(nicos  of  the  people  whom  he  sees,  and  of  whom  he 
reads. 

"■  Xow  T  desire  to  have  every  teacher  of  the  training  school  do  something  Change  of 

.".      .  .  spirit 

which  will  help  to  change  the  spirit  in  the  school.      I  shall  not  dictate  as  to  what  desirable, 
you  shall  do,  but  only  suggest  that  you  do  something.      I  shall  be  glad  to  advise 
as  to  the  i)articulars,  but  \\luit  T  am  most  an.xious  alwut  now  is  that  you,  in  your 
own  way,  put  in  some  kind  of  manual  training  which  3^ou  can  do  and  which  will 
appeidjXLllie  children.      Watch  your  children  and  feel  yovr  way  along." 

And  so  we  started  in  a  quite  haphazard  way,  but  with  a  desire  to  learn.  For 
several  years  some  of  us  had  kei^t  more  or  less  in  touch  with  this  kind  of  work 
throughout  the  country,  and  one  of  our  teachers  had  studied  with  Colonel  preparation 
]-'arker.  I  now  spent  a  week  in  ISTew  York  and  Brooklyn  hunting  for  forms  of  °  teaciu-is. 
manual  training  in  which  the  child's  standpoint  was  most  considered.  One  of 
our  teachers  was  sent  to  Xew  York  to  take  lessons  in  liasketry  and  weaving.  A 
little  later  I  went  before  the  local  school  committee  and  showed  the  things  which 
we  were  doing  and  explained  the  theories  which  we  were  trying  to  work  out.  T 
asked  the  conniiittee  to  lengthen  out  the  school  hours  about  fortv-five  minutes  ^pprovai  of 

~  '  local  linard. 

so  that  Ave  might  have  that  time  each  day  for  industrial  work  without  being  open     . 
to  the  charge  of  crowding  out  the  three  R's.      The  superintendent  of  schools  and 
the   local   school   board   gave    their   hearty    ap})royal,    and    avc    moved    ftu'ward 
enthusiastically. 

We  gradually  introduced  into  the  ])rimai-y  grades  of  the  school,  weaving, 
braiding"  and  sewing  mats,  makino-  baskets  and  hats,  tagd)oar(l  furniture,  wall 

.  ..  .  .  .    1   .  ,    11,      1  Kind.of  ^vork 

paper,  picture  frames,  portieres — all  to  be  used  in  furnishing  a  doll  s  house ;  iu  primary 
and  into  the  grammar  grades,  basket-making  with  rapliia  and  reeds,  mounting  ^''^''®^' 
of  sea  mosses,  making  of  rapliia  hats,  sewing,  darning,  cardboard  construction, 
liammock-making,  wood-working  and  l)ed-making. 

In  March  we  gave  a  school  exliil>it  in  ^vhich  the  regular  work,  as  correlated 
with  the  newer  industrial  work,  was  shoAvn.      A  part  of  this  exhibit  Avas  also 


■..:' Wiif  iijSiOi;.^! 


•>•>  INDUSTRIAL -SOCIAL   EDUCATION. 

(lovi.tod  to  thing-s  made  by  the  childi-en  in  tlieir  homes  without  assistance  from 
ihe  schools.      The  ])iirpose  of  the  oxliihit  was  mainly  to  increase  the  interest  and 
enthusiasm  of  the  })eople  by  helijing  them  to  understand  what  the  school  was 
^''^'Tl  trvino-  to  do  and  so  to  lead  them  to  be  clad  to  co-operate  with  the  teachers.      The 

result  was  all  that  vould  be  desired,  and  we  have  felt  that  we  could  continue  to 
move  foi'ward,  sui'c  of  tlii'  sympatliy  of  the  parents. 

Gradually  the  work  lias  been  moditied  and  broadened.  The  effort  has  been 
A.iai.tinKworknnide  to  find  the  work  which  would  best  meet  the  needs  of  the  children 
t..  Hyannis      ^^^.  jj^..,,,,,j^  .,,j,l^  .,l  ^|,(,  ^.,,,^(^>  ^jjj^^   jn'ove  suii'i>estive  as  to  the  kind  of  work  which 

might  be  done  in  the  oilier  pnblic  schools  of  the  state. 

The  reader  will  readily  see  that  whatever  has  thus  far  been  accomplished  has 
been  possible  because  we  have  worked  together,  each  striving  to  do  his  part.  At 
first  one  teacher  taught  gardening,  another  weaving,  and  our  special  teacher  in 
music  offered  his  services  as  a  teacher  of  ])rinting.  Gradually,  however,  each 
teaehcr  loarns  how  to  teach  those  things  which  are  considered  best  for  her  room. 
When  vacations  come,  each  teacher  tries  to  learn  some  new  industry  which  may 
seem  desirable  for   introduction.      Several   have   learned   book-binding,    others 

Teachers         cane-scating,  others  how  to  make  rattan  footstools.      These  arts  are  not,  however. 

working  imposed  ui)on  the  children  from   without,  but  are  given  in  response  to  some 

together.  ,  ,  *^        . 

apparent  need  or  desire  on  the  part  of  the  school.  For  instance,  the  little  chil- 
dren go  out  into  the  fields  to  study  nature,  then  nuike  their  oAvn  stories 
for  language  and  reading.  It  seemed  desirable  that  these  stories  be  printed 
and  bound  into  simple  booklets  for  tlu^  children  to  keep.  We  therefore 
bought  a  small  printing  outfit,  and  some  of  the  teachers  took  lessons  in  book- 
binding; and  now  the  u]:>])er  grade  boys  are  learning  how  to  print  and  bind  books 
for  the  little  folks. 
Home  natural         ^Xe  have  a  tlu'orv  that  the  home  is  the  natural  i)lace  in  which  to  educate 

place  for  ^  '  _  ^ 

education.  yj^ug  children.  Young  aninnds  are  educated  at  home.  Among  uncivilized 
peoples  the  children  are  educated  in  the  home.  As  the  demand  for  trade  and 
business  relations  appeared,  there  came  a  need  for  instruction  in  the  three  K's. 
The  boys  were  taken  out  of  ihe  life  of  the  home  and  the  fields,  and  put  into  a 
box  with  an  instrucror  as  drill  nmster,  and  forthwith  this  became  the  typical 
school.  As  other  subjects  were  gradually  added  to  the  curriculum,  the  type  was 
followed,  and  the  history  and  geography  of  our  childhood  were  drilled  into  us 
without  any  connection  with  life.  An<l  so,  Avhen  sonie  wise  people  saw  the  value 
of  sloyd,  as  the  children  of  the  peasants  used  it  to  help  their  parents  earn  a 
living,  it  was  accepted  as  a  new  subject  in  American  schools,  but,  in  most  cases, 
it  followed  the  afore-mentioned  type,  was  imposed  upon  the  child  from  without. 


TAMARACK  IN   BLOOM. 


BORDERS  OF  SPIR^A. 


THE   WILLOWS. 


SPIR.-rA   IN'   ELOOM. 


IXDUSTEIAL   AYORK   AT   THE   HYAXXI8    XOKMAL   SCHOOL.     U.r> 

for  the  sake  of  drilling  liitii  in  (A)servation,  motor  adjustment,  aceuracv,   will- 
power, etc.,  and  did  not,  in  any  way,  grow  out  of  the  life  of  the  child. 

Manual  training,  as  we  conceive  of  it,  is  not  an  isolated  subject  demanding 
admission  to  an  already  overcrowded  curriculum.      It  is  the  appropriate  basis  ^^^""f/;^^°" 
for  all  true  education  of  the  child.      It  recognizes  the  fact  that  to  educate  is  to  for  education, 
help  a  child  to  grow  in  a  mitural,  harmonious  way,  from  one  stage  of  his  devel- 
opment into  the  next.      That  to  grow  the  child  must  be  active,  and  that  the  best 
liTowth  will  come  onlv  when  the  activity  of  the  child  results  from  his  own  inner 
needs.   In  other  words,  it  is  the  recognition  of  the  natural  demand  of  the  normal 
child  that  he  be  doing  something.      Manual  training  has  always  recognized  this, 
and  the  best  manual  training  has  also  appreciated  the  fact  that  the  something  ^mds of  man- 
should  be  interesting.      Some  kinds  of  manual  training  have  gone  a  step  farther 
and  have  said  that  it  must  have  a  personal  interest ;  but  very  few  have  urged, 
as  we  do,  that  the  activity  must  grow  out  of  the  very  life  of  the  child ;  nmst  come  Activity  to 
as  an  expression  of  the  inner  being  of  the  chihl.      An  illustration  may  be  seen  ^^^jj^.g  uj^ 
in  real  life  when  a  country  boy  is  given  a  hen  and  some  eggs,  ^vith  the  under- 
standing that  he  may  have  half  of  the  jU'olits  if  he  will  care  for  the  hen  and  the 
young  chicks.      The  boy  becomes  at  once  very  anxious  about  the  food  and  nest 
for  the  hen.      He  sets  to  work  to  make  a  coop,  besieging  his  father  and  mother 
and  the  hired  man   for  suggestions  and   assistance.      lie  takes  lessons  of  tlie 
neighboring  carpenter.      He  does  not  learn  first  how  to  saw  to  a  line,  nor  does 
he  take  lessons  in  driving  nails,  but  he  makes  a  coo])  that  Avill  answer  his  purpose. 

In  much  the  same  manner,  when  children  were  told  that  if  each  would  make 
two  hammocks  he  might  have  one  for  his  own,  every  one  became  anxious  to 
whittle  out  the  tools  and  to  learn  how  to  make  the  hammocks.  And  when  each 
girl  of  the  sewing  class  was  given  an  opportunity  to  select  that  which  she  desired 
to  make  for  herself  or  for  some  member  of  her  family,  one  girl  desired  to  make 
an  a])ron  for  her  grandmother,  one  a  handkerchief  for  her  mother,  another  a 
hand-bag  for  herself.  Every  girl  became  very  anxious  to  hnirn  to  sew  well 
enough  to  have  the  article  well  made. 

Under  this  arrangement  the  children  become  the  anxious  ones,  asking  for  . 

c'  '  o  Change  m  the 

assistance  and  suggestions  which  the  teacher  stands  ready  to  giv(\      This  is  the  attitude  of 
reverse  of  the  attitude  of  the  ordinary  school  where  machine-like  methods  are 
pursued. 

At  tliis  stage  the  visitor  usually  asks  for  a  printed  outline  or  course  of  study. 
AVe  have  none.      We  are  afraid  of  them.      Our  work  is  yerv  crude  and  new,  but  ^'ofi^t'd 

'      .  outline. 

it  is  full  of  virility.     We  are  continually  modifying  our  outlines  to  fit  the  vary- 
ing needs  of  our  children,  as  these  needs  are  revealed  to  us.      We  believe  that 


•>i; 


1  NOrsiaUAL -  SOCIAL   EDUCATIOX 


ChiUi  built  up 
fri«m  within. 


Home  a  model 
for  school. 


Lessons  of 
c-hild  life. 


Purpose  of 

industrial 

education. 


no  oiitliiio  shonkl  be  exactly  duplicated  in  two  different  places  nor  in  two  differ- 
ent years.  Sncli  duplication  leads  to  formal  teaching  and  spiritual  death.  We 
prefer  to  keep  the  flexibility  and  adaptability  of  life,  even  if  the  external  results 
are  crude  and  unfinished.  Perhaps  it  ought  to  be  said  here  that  we  do  not  strive 
for  the  accuracy  of  tho  machine,  nor  even  of  the  adult,  but  for  the  best  work  of 
which  each  child  is  now  ca])able.  If  he  does  not  do  his  best  work,  then  we  strive 
10  chance  his  attitude,  as  we  feel  sure  that  this  is  at  fault.  We  are  anxious  to 
build  u])  the  child  from  within. 

"We  would  not  have  you  think  that  our  work  has  no  basis  in  principles,  for 
wc  are  striving  to  be  guided  in  all  our  school  work  by  the  fundamental  principles 
of  child-development.  We  have  taken  as  our  motto,  "A  live  child  in  a  live 
school";  learning  to  live  by  living  each  day  in  the  sehooL 

In  ])hiniiiiig  work  which  Avill  V)est  devel<»|)  the  child,  we  try  to  study  those 
condiritins  which  liave  been  best  for  child-development  in  the  past,  aiul  they 
seem  to  l)t'  found  in  the  ideal  home.  Our  model  is,  therefore,  the  complete 
liome,  full  of  children,  where  the  father  and  mother  and  the  older  brothers  and 
sisters  are  helping  to  make  life  more  beautiful  and  wdiolesome  for  the  younger 
uiemlw'rs  of  the  household  and  for  each  other.  Every  school  problem  is  illu- 
mined, if  not  wdiollv  solved,  bv  consideriuii'  what  would  be  done  under  like  cir- 
cumstances  in  such  a  home.  'J'he  nature  of  the  child  must  be  considered — not 
that  of  the  wild,  untutored  child  of  Rousseau  nor  vet  of  the  self-willed  child  of 
some  modern  homes,  but  of  the  child  as  he  is  in  an  ideal  home,  subordinating 
his  will  to  that  of  the  father  or  mother  and  learning  to  co-operate  for  the  good 
of  the  wliole  family. 

The  first  and  fundamental  lesson  of  child  life  is  that  of  subordination  to  his 
superiors,  the  adaptation  to  environment,  both  physical  and  social ;  the  second 
is  that  of  gaining  thought  from  environment;  the  third  is  that  of  the  expression 
of  his  own  individualitv  in  terms  of  phvsical  activity;  and  the  fourth  is  that 
of  co-operation  or  the  voluntai'v  ex]n"ession  or  repression  of  self  for  the  public 
weal.  Th(^  industrial  work  should,  therefore,  give  opportunity  for  impression, 
expression  and  repression.  It  should  give  opportunity  for  both  the  imitative 
and  creative  sides  of  child  nature.  We  would  make  industrial  Avork  the  center 
of  all  school  life,  just  as  physical  activity  is  the  center  of  all  child  life  out  of 
school.  We  would  have  all  other  school  work  grow^  out  of  and  be  correlated  with 
this.  The  child  shoidd  gradually  grow  into  an  appreciation  of  the  need  of  the 
other  forms  of  school  work  1o  help  him  in  this. 

The  teacher  helps  the  child  to  answer  the  many  and  varied  questions  that 
arise   in  connection   with  lii^    indnstrial    work,   and   he   comes   to   understand. 


IXDUSTEIAL    WORK   AT   THE    IIYAXXIS   XOEMAL   .SCHOOL.     27 

llirougli  his  own  experience,  and  the  questions  arising  out  of  his  own  experience, 

all  that  he  is  ahle  to  understand  of  life  in  other  parts  of  the  world,  present,  past.  P'^'"^°""' 

^^  '  '^  7  1.,  expeneuce  of 

and  future,      lie  thus  comes  to  ho  master  of  himself  and  of  his  environment,  chiki  the  basis 
lie  will  hold  the  keys  of  his  own  destiny  in  his  own  hands  and  become  conscious 
of  his  power  for  good  in  the  world.   Tie  will  come  to  understand  the  past  through 
the  present  and  the  future  through  the  past  and  present. 

We  are  trying  to  base  the  work  of  the  school  upon  the  life  ont  of  school,  and 
to  help  the  child  to  base  his  life  out  of  school  upon  his  life  in  school.  This  makes 
our  problem  a  social  one,  reaching  out  to  the  whole  connnunity.  The  school  be- 
comes the  center  of  the  life  of  the  community,  just  as  the  cleyelopment  of  the  child  center  of  life 
is  the  principal  business  of  the  ideal  home.  x\nd  just  as  the  projier  development  of  theeom- 
of  the  child  in  the  home  is  often  the  salvation  of  the  home,  so  the  proper  develo]^- 
ment  of  the  children  of  the  community  will  become  the  salvation  of  the  commu- 
nitv,  and  the  school  will  become  the  center  of  the  new  democracy. 


THIRD    GRADE    CLASS    WEEDING. 


CIIAPTEIl    II. 


THE  ATTITUDE  OF  THE  CHILD  IX  THE  XEW  :\[AIsrUAL  TRAINING. 


The  natural  method  forever  eonfutos  our  experiments,  and  we  must  still  come  but-k  to  it. 
The  whole  theory  of  the  si-hool  is  on  tlie  nurse's  or  mother's  knee.  The  cliilil  is  as  hot  to  learn  as 
the  mother  is  to  impart.  There  is  nnitual  delight.  The  joy  of  our  ehildliood  in  hearing  beautiful 
stories  from  some  skillful  aunt  who  loves  to  tell  them,  must  be  repeated  in  youth.  Tin-  boy  wishes 
to  learn  to  skate,  to  coast,  to  catch  a  fish  in  the  brook,  to  hit  a  mark  with  a  snowball  or  a  stone  ; 
and  a  boy  a  little  older  is  just  as  well  pleased  to  teach  him  these  sciences.  — Kriwrxon. 

It  would  be  hard  to  estimate  how  much  m'c  owe  to  the  kindergarten  ami 
manual  training  movements  for  the  new  s])irit  which  they  have  helped  to  hring 
into  our  schools.  But  even  these  subjects,  so  full  of  life  and  inspiration,  -m-o 
in  danger  of  becoming  so  systematized  in  the  process  of  fitting  into  <>nr  highly 
organized  graded  school  systems  as  to  lose  much  of  tlieir  power  fin*  good.  ]\rany 
people  feel  that  our  schools  are  liaving  tlioir  very  life  systematized  out  of  them 


Incentive!: 
in  manual 


:J0  INDUSTRIAL -SOCIAL   EDUCATION. 

niitl  tliat  manual  training-  must  be  used  to  help  in  bringing  about  a  more  natural 
i-onclition  in  our  schools.  It  is  in  line  with  these  thoughts  that  I  desire  to  offer 
several  propositions  for  the  consideration  of  those  who  are  interested  in  manual 
training,  which  ought  to  mean  all  who  are  interested  in  education. 

PROPOSITIONS. 

1.      The  attitude  of  the  child  should  be  carefully  considered. 

•J.      The  kind  of  work  should  be  adapted  to  the  environment  of  the  child  and 

connect  the  school  life  with  that  of  the  home  and  the  community. 
•■;.     ]\lanual  training  and  physical  training  should  furnish  the  center  or  basis 
for  the  school  and  home  life  of  the  child. 

It  is  not  possible  to  discuss  one  of  these  propositions  without  touching  on 
the  <nhers.  An  attempt  will,  however,  be  made  to  make  some  suggestions 
regarding  the  first  of  these  propositions  in  the  present  chapter  and  to  discuss  the 
others  at  a  later  time. 

During  the  past  year  I  have  asked  many  teachers  this  question:    "  Is  it  fair 
TO  say  that  every  article  that  is  made  in  connection  with  manual  training  shall 
training.  l,o  nuule  iu  respousc  to  the  individual  need  of  the  child  who  makes  it?"     Some 

have  said  at  once,  "  Certainly  that  ought  to  be  true."  Others  have  hesitated  and 
sai<l,  "  It  sounds  all  right,  but  you  can't  do  it."  One  wise,  clear-headed  editor 
told  the  story  of  a  Yankee,  who,  being  out  of  work,  was  engaged  to  pound  a  log 
with  tIio  l)ack  of  his  ax  at  two  dollars  per  day.   The  story  runs  about  as  follows : — 

A  day  laborer  of  American  parentage  could  find  no  work  and  his  family 
were  in  need.  Finally  a  well-to-do  but  philosophically  inclined  farmer  said  to 
him,  "  I  have  no  regular  work  for  vou  but  I  will  cive  vou  two  dollars  a  dav 
if  you  v.'ill  do  the  work  Avhich  I  give  you  to  do."  The  man  -was  much  pleased 
at  the  ])rospect  and  reported  the  good  news  to  his  wife.  The  next  morning  he 
set  out  with  his  ax  over  his  shoulder.  The  farmer  conducted  him  to  the  woods 
and  requested  him  to  mount  a  large  log  and  to  go  through  the  motions  of  chop- 
ping but  to  use  the  back  of  his  ax.  ''  Oh  ho !"  said  the  man,  "  that 's  easy 
enough,"  and  he  set  to  work  right  merrily.  The  farmer  left  him.  In  about 
an  hour  the  farmer  returned  and  asked  him  how  he  was  getting  along.  "  First 
rate,  '  said  the  man.  The  farmer  again  went  away  but  returned  in  another 
hour  and  again  asked  how  the  laborer  was  getting  along.  "  Fairly  well,"  said 
the  man.  The  farmer  came  again  an  hour  later  and  asked  the  same  question. 
••  Xot  very  well,"  said  the  man.  "  1  feel  very  tired.  Is  n't  it  almost  noon  ?" 
"  Oh,  no,"  said  the  farmer,  "  it  is  only  ten  o'clock."  The  farmer  noted  with 
interest  the  look  of  dejection  and  discouragement  on  the  face  of  the  laborer  when 


ATTITUDE  OF  THE  CllJLJ)  JX  THE  XEW  MANUAL  TKAIXIXG.   ;51 

he  lieai'd  this.  When  he  came  again  at  eleven  o'clock  the  man  was  nowhere  to 
be  seen.  He  hurried  to  the  home  of  the  laborer  and  there  he  found  the  man  in 
the  midst  of  his  hungry  and  weeping  family.  When  pressed  for  an  explana- 
tion he  would  only  say,  "  I  just  could  n't  stand  it  to  chop  wood  and  not  see  any 
chips  fly." 

"  This,"  said  our  editor,  "^  is  a  fair  sample  of  much  of  the  manual  training  Purposeless 

.  T        1  T      •  •  •  •  1'"'    manual  train- 

work  m  our  schools.      It  is  entirely  purposeless  from  the  child  standpoint.  ing. 

The  most  of  the  manual  training  teachers  fought  shy  of  my  question.  One 
of  the  most  thoughtful  ones  said,  ''  It  is  all  right  for  an  ideal  but  I  would  not 
dare  to  follow  it  out  in  jn-actice."  "  Why?"  said  I.  "  Oh,  I  had  a  little  expe- 
rience along  that  line  a  short  time  affo."  And  then  he  told  me  the  following 
storv:  A  bov  who  was  not  i:)articidarlv  bright  and  who  had  recently  been 
indulging  in  truancv,  desired  to  make  a  desk  for  himself.  This  was  awav 
beyond  his  power  to  do  but  because  of  the  circumstances  the  boy  was  allowed  to  ^"Jacticar"^ 
try  it.  "  Well,"  I  said,  "  how  about  the  results  ?"  *'  Oh,  he  made  the  desk  hut 
you  ought  to  have  seen  it.  If  I  should  exhibit  such  products  from  our  manual 
training  school  our  best  supporters  of  manual  training  would  drop  away.  It 
was  simply  impossible."  "  But  what  about  the  boy  ?"  "  Oh,  he  liked  it.  He 
never  had  worked  so  hard  and  there  was  no  more  trouble  about  his  runnine; 
awav  from  school."  "Did  he  do  his  best  work?"  ''Yes,  and  he  continually 
improved  in  his  Avork."  ''  Then  from  the  standpoint  of  a  fine  desk  the  result 
was  a  failure,  but  from  the  standpoint  of  the  boy  it  was  a  great  success."  "  Yes." 
.ind  our  schools  are  for  the  purpose  of  developing  boys  and  not  for  the  manu- 
facture of  desks. 

This  teacher  is  one  of  the  most  intelligent  and  fearless  teachers  of  the  subject 
in  !Xew  England,  and  he  is  doing  excellent  work.  He  recognizes,  however,  the 
fact  that  he  is  working  largely  from  the  standpoint  of  the  model  rather  than 
from  that  of  the  bov.  lie  often  encourages  the  bov  M'ho  is  ahead  of  the  class  tn 
make  something  for  himself.  But  this  is  only  incidental.  The  main  work  of 
all  pupils  must  be  the  making  of  certain  models  which  are  in  the  required  course 
in  every  first-class  manual  training  school  where  the  same  system  of  manual 
training  is  taught,  in  every  part  of  the  world.  This  devotion  to  a  system  is  bduml  a  system, 
to  lead  to  formalism  and  to  those  mechanical  methods  which  are  the  bane  of  all 
school  work.  Such  methods  make  for  divorcement  from  practical  life,  lack  of 
interest,  and  stagnation.  A  trade  school  is  much  more  truly  educational  than 
manual  training  in  the  regular  school  on  this  basis.  Just  a  few  years  ago  the 
leading  educators  of  this  country  were  taking  great  pains  to  discriminate  between 
the  educational  and  the  bread  and  butter  aspects  of  manual  training.      They 


)oinination  ot 


3-1  IXDUSTEIAL- SOCIAL   EDUCATION. 

fiiiled  to  sec  that  inainial  training  divorced  from  the  practical  aspect  loses  some 
of  its  most  valnahle  educational  points.  This  reminds  one  of  the  mistake  which 
is  often  made  when  it  is  said  that  the  early  settlers  of  America  Avere  so  busy 
getting  a  living  that  they  had  no  time  for  an  education.  It  seems  to  be  forgotten 
that  the  best  part  of  the  education  of  such  men  as  Franklin,  Webster  and  Lincoln 
was  obtained  in  connection  with  getting  a  living.  Our  most  thoughtful  manual 
training  teachers  are  coming  to  see  that  manual  training  as  well  as  other  sub- 
jects siiHidd  l)c  in  touch  with  the  practical  everyday  life  of  the  child  throughout 
the  course.  The  child  should  himself  be  able  to  see  some  reason  for  doing  the 
thing  which  he  is  reqtiired  to  do.  This  does  not  mean  that  there  is  to  be  no 
svsteni  to  the  work,  but  it  does  mean  that  the  child  shall  be  above  the  system.  It 
means  tliat  not  exactly  the  same  system  shall  be  used  in  city  and  country,  in 
every  city  nor  even  in  every  ])art  of  the  same  city.  It  means  that  a  system 
wliich  is  found  good  in  Sweden  is  not  necessarily  good  in  America  ;  that  because 
a  system  is  good  in  the  high  school  grades  is  not  a  sufficient  reason  for  cutting 
it  down  to  fit  the  lower  grades. 

Hie  following  story  has  recently  been  told  to  illustrate  the  different  attitudes 
of  the  same  people  toward  the  same  things  under  different  conditions: — 

Dtu'iiig  the  Civil  War  some  Confederate  prisoners  who  had  never  been  accus- 
tomed to  manual  labor  were  set  to  moving  stones  from  one  part  of  their  prison 
to  another  and  hack  again.  They  knew  that  the  exercise  was  good  for  them,  but 
long  before  night  they  were  exhausted.  Xoting  this,  the  jailer,  who  was  a 
thoughtfid  man,  set  the  same  men  to  work  with  the  same  stones.  This  time, 
how('V(>r,  they  were  to  use  the  stones  in  the  construction  of  a  wall  in  a  cellar, 
v.hich  was  to  be  used  for  confining  them  more  securely  at  niffht.  The  men  at 
once  showed  a  different  s]urit.  They  became  interested  in  their  work  and  could 
soon  w(»rk  day  after  day  without  serious  fatigue.  Shortly  after  this  it  occurred 
to  some  of  these  men  that  there  was  a  possibility  of  escape.  After  working  hard 
all  day  they  spent  a  good  ])ortio]i  of  every  night  in  tunneling  through  the  same 
wall  and  an  earth  baid<  beyond,  taking  out  and  replacing  the  same  stones  twice 
every  night  for  two  weeks  until  an  opportune  time  came  for  their  escape.  The 
attitudes,  attitude  of  those  prisoners  under  three  different  kinds  of  conditions  may,  I  think, 
fairly  represent  the  different  attitudes  of  the  children  toward  three  different 
kinds  of  niannal  training.  Xo.  1  is  the  child  learning  to  »nw  to  a  line,  to  drive 
Junls,  to  make  stitches,  for  the  sake  of  the  ])hysical,  mental,  and  moral  develop- 
ment. It  is  well  illustrated  in  the  Russian  system  and  is  fmind  to  some  extent 
m  most  of  the  regular  systems  of  manual  training.  Xo.  :2  is  the  child  working 
with  other  children  under  the  direction  of  the  teacher  to  construct  a    machine 


nifferent 


ATTITUDE  OF  THE  CHILD   IX   ^J'lIE  ^EW  MANUAL  TRAIXIXG.  33 

to  be  used  bv  the  class  or  n  linildin"-  for  the  use  of  the  sehooL  It  is  best  illus- 
trated  iu  the  erection  of  new  buildings  at  such  schools  as  Tuskegee  or  Thomp- 
son's Farm  School  in  Boston  Harbor,  and  a  littl(>  of  it  is  done  in  our  best  manual 
training  courses.  jSTo.  o  is  the  child  making  for  himself  something  which  he 
has  liimself  planned  with  such  tools  as  he  is  able  to  secure.  It  is  best  illustrated 
by  the  country  bov  stealiii"'  awav  and  makina'  for  himself  a  sled  or  a  flvinc 
machine  with  contraband  tools  and  material.  It  is  incompatible  with  any  sys- 
tem of  manual  training  and  hence  is  seldom  found  in  connection  with  any  school 
\vork. 

It  is  evident  at  a  glance  that  no  one  of  these  is  ideal.  It  is  also  evident,  I 
think,  that  Nos.  2  and  3  contain  elements  of  strength  not  found  in  'No.  1,  and 
not  found  in  the  regular  courses  in  manual  training  as  they  appear  in  our  school 
systems. 

It  is  evident  that  the  ditference  is  not  a  difference  of  material,  tools  nor 
children.      It  is  a  difference  of  attitude. 

The  new  manual  training  must  take  cognizance  of  this,  incorporate  into 
itself  the  strong  points  of  Nos.  2  and  3,  and  avoid  the  weakness  of  I^o.  1. 


A    LESSON    ON    WEEDS. 


CHAPTER    III. 


MAXUAL    TEAI^^TII^G    ADAPTED    TO    THE    EXVIRONMEXT    OF    THE 

CHILD  AXD  RELATED  TO  THE  WORK  OF  THE 

HOME  AXD  SOCIETY. 


Tlie  work  of  the,  child's  hands  must  express  the  livhig  interests  of  the  child.  —  Felix  Adler. 

I  helieve  that  our  own  experience  instructs  us  that  the  secret  of  edircation  lies  in  respecting 
the  i)upil.  It  is  not  for  you  to  choose  what  he  shall  know,  what  he  shall  do.  It  is  chosen  and 
foreordained,  and  he  only  holds  the  key  to  his  own  secret.  By  your  tampering  and  thwarting, 
and  too  much  governing,  he  may  be  hindered  from  his  end,  and  kept  out  of  his  own.  Respect  the 
child.  Wait  and  see  the  new  product  of  nature.  Nature  loves  analogies,  but  not  repetitions. 
Respect  the  cliild.     Be  not  too  much  his  parent.     Trespass  not  on  his  solitude.  —  Emerson. 

In  a  previous  chapter  an  attempt  was  made  to  show  the  importance  of  con- 
sidering the  attitnde  of  the  chihl  in  all  niannal  training  work.  The  present 
chapter  will  deal  with  proposition  Xo.   -2,  viz. :   The  kind  of  work  shonld  be 


;3G  IXDUSTKIAL- SOCIAL   EDUCATIOX. 

adapted  to  the  environment  of  tlie  child  and  rcdatod  to  the  ^vork  of  the  home  and 
the  community.  This  wonld  seem  to  he  self-evident  and  hence  to  need  no  dis- 
cussion, Mere  it  not  so  commonly  disregarded  in  much  of  our  regular  manual 
trainine-  Avork. 

Tn  visiting  schools  during  the  past  year,  where  some  of  the  hest  manual 

Effect  of  i"«i>- training  work  is  being  done,  I  have  often  asked  such  questions  as  the  following: 

in  the  home.     What  effect  does  this  work  have  upon  the  home  life  of  the  children?    Do  these 

girls  use  the  knowledge  gained  here  in  cooking  and  sewing  at  home  ?  Is  there  any 

attempt  to  connect  this  Avork  with  the  needs  of  the  home  ?     Are  the  needs  of  the 

school  recognized  in  |)lanning  this  work?     The  usual  reply  has  been,  "I  don't 

know:  avo  might  ask  the  children."     When  the  children  have  been  asked  it  is 

usually  found  that  some  of  them  have  done  something  at  home  as  a  result  of 

the  manual  training  in  school  and,  in  rare  cases,  very  much  has  been  done.     But 

in  the  areat  maiority  of  cases  the  home  results  have  been  lamentably  small  and 

rarely  ever  has  the  work  in  school  been  given  in  response  to  a  home  demand.      In 

fact,  the  kind  of  manual  training  given  has  usually,  from  the  child's  standpoint 

at  least,  no  connection  with  any  practical  need  of  the  home  or  the  school. 

Reasons  for  ^^'  '^^^P'^  ^""'^^y  '^l^i^  kind  of  work  is  given,  the  reply  of  the  more  thoughtful 

any  one  kinii    manual  training  teacher  is  that  this  form  of  manual  training  has  proved  valuable 

of  manual  'i-ii-nii  ii-  tt  "^i 

traininsr.  lor  educating  the  child  through  doing,      lie  may  go  on  to  say  that  modern  edu- 

cation teaches  that  manual  training  is  training  the  mind  through  the  hand,  and 
that  real  knowledge  and  A\-ill  power  can  only  be  gained  through  self -activity, 
lie  may  add  that  this  is  the  natural  Avay  and  you  must  follow  nature.  All  of 
which  is  very  good,  but  ler  us  consider  the  matter  for  a  little. 

''  Follow  nature  "  has  been  a  shibboleth  for  educational  reformers  since  the 
Meaning  of      tiuic  of  Comeuius.     About  two  hundred  years  after  Comenius,  Rousseau  took 
Nature/'         "P  ^^^^  ^^T'  ''  Follow  nature,"  and  after  him  Pestalozzi  and  Froebel  preached 
from  the  same  text,  l)ut  each  meant  something  a  little  different  by  his  preach- 
ment. 

Comenius  seems  to  have  meant  tluit  it  is  natural  for  the  young  child  to  gain 
knowledge  from  the  things  about  him,  and  that  the  teacher  should  allow  the 
child  to  develop  in  accordance  with  the  laws  of  nature  just  as  the  gardener  trains 
the  vine.  Rousseau  preached  ''  return  to  nature."  He  w^ould  let  the  child 
alone  and  ''  give  nature  a  chance."  lie  A\-ent  further  than  Comenius  in  recog- 
nizing the  wonderful  development  which  comes  to  the  child  through  reacting 
upon  his  environment, 
chn'd  alaL  Pestalozzi  studied  Rousseau  and  accepted  his  theory  of  child  development 

for  education,  but  had  a  clearer  understanding  of  the  principle.     He  saw  that  all  real  knowl- 


,->*J 


MANUAL   TRAIXIXCi    RELATED    TO    HOME   AXD    SOCIETY.       3T 

edge  has  its  basis  in  sense  perception  and  can  be  obtained  only  tbrouiili   tlie 
activity  of  the  child, 

Froebel  studied  Ronssoau,  Pestalozzi  and  llu-  jjoung  rlilld  al  phti/.  lie 
agreed  with  Pestalozzi  that  the  yonng  child  mnst  be  dovelo])('d  through  his  own 
sense  perception,  but  he  went  further  in  the  emphasis  of  the  self-activity  of 
the  child.      He  saw  that  the  child,  "  a  divine  idea,"  develops  from  within  (luire 

,  .  '  '  The  child  a 

as  much  as  from  without.      The  child  is  to  be  treated  as  a  doer  and  even  as  a  "fioerand 
creator.      This  gives  a  sufficient  reason  for  manual  training  and  a  demand  for  '■'■'^^'**"''" 
manual  training  as  a  basis  for  education. 

Thus  far,  however,  the  nature  of  the  child  has  been  considered   with  ref- ^-,)^,  j.ijji^j  ;„ 
erence  to  its  development  throutih  contact  with  the  phvsical  world  and  its  urowtli  '^'lationto 

,,.'".  .  '  his  physiral 

in  power  to  control  physical  things  and  use  them  in  building  up  its  own  })er-  euviroument. 
sonality. 

Child  nature  in  its  relation  to  society  has  received  little  attention.      Adult  I'heohii.i  in 
nature  has  been  almost  entirely  left  out  of  the  question.      We  have  said  that  society, 
the  parent  should  consider  the  nature  of  the  child,  but  w(^  liave  not  so  strongly 
emphasized  the  fact  that  the  natures  of  the  father  and  mother  and  brothers  and 
sisters  are  elements  in  the  problem. 

I  believe  the  time  is  ripe  for  a  broader  interpretation  of  the  call,  "  Follow  i^foadcr  inter- 

,,       T-i  1  .  1  .  ...  .  .        pretatinii  of 

nature.        Education  has  to  do  not   alone  with  the  individual  child   l)nt   with"Foiiow 
society.      We  cannot  lift  one  part  very  far  without  elevating  the  whole.      It  ""'"'■'^■ 
seems  to  me  that  the  fact  needs  to  be  emphasized  that  all  alwut  the  chihl  is  an 
atmosphere,  a  world  of  people,  against  which  he  reacts  and  which  is  as  impoi'- 
tant  in  its  effects  upon  him  as  anything  in  the  ]5hysical  world. 

Here  is  something  that  must  be  reckoned  with  by  the  schools.  If  we  Avould 
build  up  the  child  we  must  build  up  the  society  in  which  he  is  immersed.  We 
shall  do  well  if  we  will  study  a  little  more  how  ISTature  (God)  deals  with  human 
nature,  developing  grand,  noble  men  in  the  most  lowly  places  and  amidst  the  The  child  in 
most  unpromising  surroundings.  "  Shall  any  good  thing  come  out  of  Xaza-  environment 
reth  ?"  might  well  have  been  said  of  many  of  our  noblest  men  and  women.  We 
do  well  to  study  into  the  conditions,  other  than  those  of  the  schools,  which  make 
for  strength  of  character.  This,  it  seems  to  me,  is  a  part  of  the  nature  of  the 
child  which  has  been  sadly  neglected  by  us  teachers.  We  have  been  too  well 
satisfied  to  deal  with  the  children  as  they  come  to  us  into  the  school  and  to  feel 
that  our  duty  was  done,  so  far  as  the  children  were  concerned,  when  they  were 
well  off  the  school  grounds  at  night. 

We  do  well  to  consider  the  nature  of  each  individual  child  and  how  it  may 
best  be  developed  physically,  mentally  and  morally;  how  it  acts  and  reacts  upon 


;j8 


IXDT^STKIAL  -  SOCJ  AL   EDUCATION. 


Must  consider 
rhiU)  anil  his 
homo. 


Su>.'Kestions 
from  typical 
New  Knglaiid 
liome. 


its  environinoiit ;  hut  wo  must  not  forget  that  the  environment  is  not  only  phys- 
ical hut  social,  that  we  have  to  consider  not  only  the  nature  of  the  child  Imt  the 
nature  of  his  father  and  mother  and  of  other  members  of  his  social  environment. 
Xot  the  individual  child  but  the  family  is  the  social  unit.  It  is  in  the  home  that 
our  best  men  have  learned  their  best  lessons.  In  the  home,  then,  we  must  look 
fi»r  suegestions  as  to  the  natural  Avav  to  develop  the  child. 

A  careful  study  of  the  conditions  for  growth  in  the  old  i^ew  England  home 
will,  I  think,  be  found  full  of  suggestions  and  inspiration  as  to  the  right  kind 
of  manual  training.  The  old  New  England  farm  furnished  some  of  the  best 
manual  training  that  has  ever  been  given. 

The  Xew  England  home  was  a  busy  place.  Early  in  the  morning  the  house- 
hold was  astir.  In  summer  the  farmer  arose  at  4  o'clock,  called  the  hired  man 
to  feed  the  horses  and  milk  the  cows ;  John  and  George  must  help  about  the 
milkine:,  drive  the  cows  and  i>"et  wood  and  water  for  their  mother  before  the 
regular  day's  work  began.  Mary  must  set  the  table  and  help  to  cook  and  serve 
the  breakfast.  After  breakfast  John  and  George  must  go  to  the  field  with  the 
men  while  Mary  washed  dishes,  made  beds  and  prepared  the  vegetables  for 
dinner.  Long  before  noon  all  were  tired  and  hungry  and  glad  of  the  brief 
respite  and  grateful  refreshment  of  the  noon  hour.  The  afternoon  was  passed 
like  the  morning  in  wholesome  labor,  varied  somewhat  in  character  from  that 
of  the  morning,  but  filling  every  hour. 

After  supper  the  cows  must  again  be  milked  and  the  horses  rubbed  down 
and  fed  for  the  night.  Indoors  the  dishes  must  be  washed,  the  bread  set  to  rise 
and  some  mending  needed  attention.  During  the  short  evening  a  neighbor  or 
two  might  drop  in  to  exchange  news,  but  very  early  all  members  of  the  house- 
hold retired  to  restful  sleep. 

With  the  changing  season  came  corresponding  changes  in  the  wt>rk ;  each 
change  being  anticipated  with  great  interest  and  adding  new  zest  to  life.  There 
was  nothing  humdrum  nor  monotonous  about  life  in  a  Xew  England  home  ftill 
of  children.  Every  season  had  its  own  peculiar  charm  for  the  young  people,  and 
although  their  hands  were  busy  with  the  labor  of  the  field  and  dairy,  their  minds 
were  often  filled  with  quite  different  things.  In  summer  it  was  the  Fourth  of 
July  celebration  or  the  Sunday  School  picnic,  and  in  the  winter  it  was  the 
Christmas  tree,  the  donation  party  or  a  spelling  school.  The  Avinter  was  the 
favorite  part  of  the  year  because  then  was  the  time  of  leisure  for  sleigh  rides, 
skating  parties  and  sugaring  off  in  the  woods.  In  the  winter,  too,  came  the 
short  term  of  school,  welcomed  not  so  much  by  the  children  for  the  opportunities 
for  mental  development,  as  for  the  social  intercourse  there  offered.      For  the 


MANUAL   TRAI^IX(;    RELATED    TO    HOME   AND    SOCIETY.       30 

time  being'  the  seliool  became  the  center  of  the  chihl  life  of  the  cDiniimiiiry.  Imi 
every  moriiiii<i'  before  school  and  every  night  after  seliool  the  children  ha<l 
certain  definite  duties  to  perform  in  connection  with  the  home.  They  were 
integral  parts  of  the  home,  sharing  iji  all  its  joys  and  sorrows,  and  feeling,  to 
some  extent,  responsible  for  its  maintenance.  In  the  main,  the  work  was  done 
under  the  direction  of  the  father  and  mother,  l)nt  th(>  wise  parents  encouraged 
the  children  to  offer  suggestions,  which  were  followed  when  good,  and  to  take 
a  pride  in  their  work.  They  also  gave  them  opportunities  for  independent 
ventures  in  raising  vegetables,  fowl,  en*  a  calf  or  colt. 

Some  of  the  results  of  such  manual  training  are  well  described  l)y  the  follow- 
ing quotations  from  Harriet  Beecher  Stowe  and  Elbert  IIubl)ard  : — • 

In  "  The  Minister's  Wooing  "  we  read  as  follows :  "  For  you  must  know, 
here  in  Xew  England,  the  people  for  the  most  part  keep  no  servants,  but  per- 
form all  the  household  Avork  themselves,  with  no  end  of  spinning  and  sewing 
besides.  It  is  the  true  Arcadia,  where  you  find  cultivated  and  refined  people 
busying  themselves  with  the  simplest  toils.  For  these  people  are  well  read  and 
well  bred,  and  truly  ladies  in  all  things.  And  so  my  little  Marie  and  I,  we  feed 
the  hens  and  chickens  together,  and  we  search  for  eggs  in  the  hay  in  the  barn. 
And  they  have  taught  me  to  spin  at  their  great  wheel,  and  at  a  little  one,  too, 
which  makes  a  noise  like  the  humming  of  a  bee." 

"  Faculty  is  the  greatest  virtue,  and  shiftlessness  the  greatest  vice,  of  Yankee 
man  and  woman.  To  her  who  has  faculty,  nothing  shall  be  imjiossible.  She 
shall  scrub  floors,  wash,  wring,  bake,  brew,  and  yet  her  hands  shall  be  small  and 
white ;  she  shall  have  no  perceptible  income,  yet  always  be  handsomely  dressed ; 
she  shall  have  not  a  servant  in  her  house, — with  a  dairy  to  manage,  hired  men 
to  feed,  a  boarder  or  two  to  care  for,  unheard-of  pickling  and  preserving  to  do,— 
and  yet  you  commonly  see  her  every  afternoon  sitting  at  her  shady  ]iarl()r 
window  behind  the  lilacs,  cool  and  easy,  hemming  muslin  cap-strings,  or 
reading  the  last  new  book.  She  who  hath  faculty  is  never  in  a  hurry,  never 
behindhand.  She  can  always  step  over  to  distressed  Mrs.  Smith,  whose  jelly 
won't  come,  and  stop  to  show  Mrs.  Jones  how  she  makes  her  pickles  green,  and 
be  ready  to  watch  with  poor  old  Mrs.  Simpkius,  who  is  down  with  the 
rheumatism." 

Elbert  Hubbard  says  in  his  autobiography :     "  I  left  school  at  fifteen,  ^^'ith 
a  fair  hold  on  the  three  R's,  and  beyond  this  my  education  in  'manual  training'  Manual  train 
had  been  good.      I  knew  all  the  forest  trees,  all  wild  animals  thereabout,  every  country  boy. 
kind  of  fish,  frog,  fowl,  or  l)ird  that  swam,  ran  or  flew.      I  knew  everv  kind  of 


40 


IXDUSTKIAL  -  SOCIAL   EDUCATIOX 


oraiii  or  veg'ctable,  and  its  comparative  value.  I  knew  the  different  breeds  of 
cattle,  horses,  sheep  and  swine. 

"  I  eoidd  teacli  wild  cows  to  stand  while  l)eing-  milked,  break  horses  to  saddle 
or  harness;  could  sow,  ])lo\v  and  reap;  knew  the  mysteries  of  applerbutter, 
pumpkin  pie,  i)ickled  beef,  smoked  side-meat,  and  could  make  lye  at  a  leach  and 
formulate  soft  soap. 

"  That  is  to  say,  I  was  a  bright,  strong,  active  country  boy,  who  had  been 
brought  up  to  helj^  his  fatlier  and  mother  get  a  living  for  a  large  family. 

"'  I  was  not  so  densely  ignorant — don't  feel  sorry  for  country  boys ;  God  is 
often  oil  their  side." 


Commercial 
siile  of  mamial 
trainintj- 


Relation  of 
school  to 
society. 


Such  manual  training  satisfies  both  ]iropositions  Xo.  1  and  Xo.  2.  We  may 
never  be  able  to  attain  to  it  in  our  ]uiblic  schools,  but  if  it  is  the  right  kind,  we 
can  at  least  work  toward  it. 

Whatever  of  suggestiveness  mav  ])e  fouu<1  i.i  the  work  at  Hvannis  gets  its 
value,  in  large  measure,  from  attempts  to  infuse  into  it  the  spirit  Avhich  was  in 
the  old  Xew  England  home. 

In  the  old  Xew  England  home  tlie  older  children  were  encouraged  to  get 
Into  contact  with  the  outside  ^vol•ld  l)y  selling  some  of  the  products  of  their 
labor  and  buvin^-  something  for  their  oavu  use.      The  children  in  the  school  mav 

too  «- 

well  get  into  touch  with  the  ^^•orld  of  commerce  in  the  same  wav.  Some  things 
should  be  made  to  sell.  Let  us  see  how  this  transforms  the  usual  schoolroom 
conditions. 

A  boy,  with  the  advice  and  consent  of  his  teacher,  decides  to  make  a  basket 
to  sell.  At  once  a  new  atmosphere  is  created.  It  is  not  a  question  of  pleasing 
himself  nor  tlie  teacher ;  it  is  a  question  of  producing  a  basket  which  the  world 
needs  and  for  which  it  is  willing  to  pay.  lie  must  conform  to  the  requirements 
of  the  market.  The  teacher  is  in  a  new  role ;  she  no  longer  stands  over  him, 
urging  him  to  his  task  and  insisting  that  the  result  must  satisfy  her.  Will  it 
sell?  is  the  question  now.  lie  goes  to  the  teacher  for  counsel,  sympathy  and 
assistance.  She  is  his  senior  and  the  other  children  are  his  junior  partners. 
All  are  anxious  to  have  a  basket  that  will  sell.  A  similar  condition  comes  about 
when  the  school  garden  products  are  sold  and  the  money  becomes  the  property 
of  the  class. 

A  little  thinking  will  lead  one  to  see  that  not  only  the  relations  between  pupil 
and  fello^v  pupils  are  greatly  changed,  but  the  relation  of  the  school  toward 
society  becomes  very  close  and  real.  Here  are  splendid  opportunities  for  laying 
the  foundations  of  future  good  citizenship. 


MANUAL   TRAIXIXG    RELATED    TO    HOME   AXD    SOCIETY.       41 

Tlic  011(1  of  education  is  service  for  society.      But  ]u-ioT  to  tliis  and  funda-  . 
mental  is  service  for  one's  self;  one  should  be  self-su])])<)rtiiiii'  Ix'fore  lie  attempts 
to  support  another.      ITe  must  feel  and  know  that  he  can  take  care  of  himself.  Educational 

II  value  of  get- 

Self-support  is  the  first  thinp,;;   o'ettinu'  a  living  is  fundamental,      ^lost  peo])le  tii'K  a  iivinK. 

spend  most  of  their  time  in  getting  a  living,  hut  in  getting  a  living  they  get  all 

things,   patience,  perseverance,  sympathy  for  others  and   an  understanding  of 

the  needs  of  society. 

From  getting  a  living  for  one's  self  one  grows  into  getting  a  living  for  one's 
family  and  through  the  pi'oper  care  of  his  family  ho  comes  into  pro])er  relations 
with  church  and  state. 

A  community  made  up  of  ]»eo]de,  every  family  of  wliich  is  self-supporting, 
is  a  community  well  advanced  in  civilization. 

Tlie  child  should  make  and  do  things  which  he  and  his  ])arents  recognize  fis  ^^^^  ^.^^.j^ 
making  a  bona  fide  contribution  toward  his  support;  things  wliich  make  him  a  producer, 
valuable  as  a  producer. 

Our  schools  should  send  the  children  home  to  be  home  helpers.  When  the 
children  a'raduate  from  our  2;rammar  schools  at  fourteen  years  of  age  they 
should  know  how  to  do  all  the  various  household  duties.  The  girls  should  be 
able  to  do  plain  cooking,  sewing,  sweej^ing,  dusting,  etc.      The  boys  should  be  The  child  to 

.  "^  ,      ,  *"  .  '  ,      ,  n  -1  -1  become  a 

able  to  care  lor  their  own  rooms,  mem  I  their  own  clothes,  care  lor  garden  and  home  helper, 
lawn,  run  the  furnace  and  make  siin])le  repairs  about  the  house  and  grounds. 
They  should  take  as  much  pride  in  these  various  accomplishments  as  in  any 
other  form  of  school  work. 

It  will  often  be  found  necessary  to  educate  the  ]>arents  up  to  allowing  their  Educating 
children  to  do  these  things,  but  this  is  a  part  of  the  mission  of  the  modern  school  ^^^  parents. 
teacher. 

Let  us  try  to  understand  our  problem  and  then  take  a  strong  hold,  striving  Education  of 
to    enlist    all    of    the    forces    for   good    in    educating   the    community    through  throu°g™The"'^ 
the  children.  children. 


i 


CHAPTER    IV. 

PHYSICAL  TPtAINING  AND  INDUSTRIAL  TRAINING  AS  A  BASIS  FOR 

OTHER  SCHOOL  WORK. 

For  men  have  had  to  work  in  order  to  live.  In  and  through  their  work  they  have  mastered 
nature,  *  *  *  they  have  awakened  to  the  sense  of  their  own  powers,  have  been  led  to  invent, 
to  plan  and  rejoice  in  the  acquisition  of  skill.  — John  Deireij. 

I  like  boys,  the  masters  of  the  playground  and  of  the  street,  —  boys  who  have  the  same  liberal 
ticket  of  admission  to  all  shops,  factories,  armories,  town-meetings,  caucuses,  mobs,  target- 
shootings,  as  flies  have  ;  quite  unsuspected,  coming  in  as  natui'ally  as  the  janitor,  —  known  to 
have  no  money  in  their  pockets,  and  themselves  not  suspecting  the  value  of  this  poverty  ;  putting 
nobody  on  his  guard,  but  seeing  the  inside  of  the  show,  —  hearing  all  the  asides.  There  are  no 
secrets  from  them,  they  know  everything  that  befalls  in  the  fire  company,  tlie  merits  of  every 
engine  and  of  every  man  at  the  brakes,  how  to  work  it,  and  are  swift  to  try  their  hand  at  every 
part ;  so,  too,  the  merits  of  every  locomotive  on  the  rails,  and  will  coax  the  engineer  to  let  them 
ride  with  him,  and  pull  the  handles  when  it  goes  to  tlie  engine-house.  They  are  there  only  for 
fun,  and  not  knowing  that  they  are  at  school,  in  the  court-house  or  the  cattle  show,  quite  as  nnich 
and  more  than  they  were,  an  hour  ago,  in  the  arithmetic  class.  —  Emerson. 

It  has,  until  quite  recently,  been  customary  to  speak  of  the  three  R's  as  the 
fundamental  subjects  of  the  school  curriculum.  In  real  life  out  of  school  one 
Avould  never  think  of  calling  them  anything  but  accessories.  As  a  vision  of  a 
new  school,  where  the  children  are  living  real  lives,  is  gradually  unfolding  Fundamental 
l)efore  us,  we  are  coming  to  see  that  even  here  the  three  R's  should  be  considered  ("e^^^hoo"/ 
as  tools,  tools  for  the  accomplishment  of  real  work.  What,  then,  are  the  fund-i- 
niental  subjects,  the  subjects  upon  whicli  we  may  base  the  other  lines  of  work 
and  which  may  serve  as  points  of  departure  for  the  other  school  subjects  I  Let 
us  see  how  it  is  in  the  real  Avorld. 

Agriculture,  fishing,  manufacturing,  building,  connnerce,  are  the  funda- 
mental activities  of  civilized  man.  About  these,  and  depending  upon  them,  are 
the  other  activities  of  modern  life.  In  other  words,  labor,  skilled  and  unskilled, 
the  dealing  with  physical  forces,  furnishes  the  basis  of  modern  society.  In 
connection  with  these  activities  and  growing  out  of  them  are  all  ])rofessions,  all 
sciences,  philosophies  and  religions. 

Just  as  physical  activity  is  basal  in  the  world  of  man,  so  is  it  in  the  world  of 
the  child.  Man  has  grown  out  of  the  savage  into  the  civilized  state  through  his 
striving  to  minister  to  his  physical  needs. 


u 


INDUSTRIAL  -  SOCIAL  EDUCATIOX 


Self-activity 
(!evelof)t.'(l 
throuirh  play. 


Uc'siri' to 
work. 


The  child  as  he 
enters  school. 


The  natural 
way  of 
development. 


The  i)lay 
instinct. 


Value  of  old- 
fashioned 
recess. 


The  young-  child  is  a  helpless  egoist,  and  whether  we  believe  in  the  culture 
epoch  theory  or  not  we  know  that  this  child  can  come  to  be  a  person  of  self- 
control  and  consideration  for  others  only  through  his  own  self-activity.  The 
opportunities  for  self-activity  come  to  the  very  young  child  through  play. 
Through  play  he  develops  his  body  and  mind  along  the  lines  of  hereditary 
tendencies  and  imitation  of  persons  and  things  in  his  environment.  He  assimi- 
lates and  makes,  in  some  measure,  his  own  the  things  which  he  imitates. 

As  he  increases  in  understanding  and  power  to  do,  he  comes  to  desire  to  help 
his  father  and  mother.  He  wishes  to  work.  He  may  soon  tire  of  it,  but  again 
and  again  he  returns  to  it  with  renewed  ardor,  especially  if  his  efforts  have 
been  croAvned  with  success  and  he  has  been  led  to  see  that  he  has  really  been 
a  helper. 

The  wise  parent  finds  that  in  connection  with  this  play  and  work  of  the 
child  the  best  opportunities  are  furnished  for  effective  lessons  in  morals  and 
religion  and  in  such  nature  studv,  historv  and  literature  as  he  is  able  to 
assimilate. 

When  the  child  comes  into  the  public  school  he  comes  with  all  his  inherited 
tendencies  plus  many  prejudices,  both  good  ajid  bad,  which  have  been  gained 
at  home  and  on  the  street.  Xow  if  any  of  these  are  to  be  changed  or  if  new  ones 
are  to  be  developed,  it  must  be  done,  not  through  abstract  precepts,  but  con- 
cretely, through  example  and  practice.  The  boy  must  run  up  against  things 
and  people,  must  feel  for  himself  Ik.w  things  work  out.  This  is  not  funda- 
mentally a  matter  of  Avords,  and  l)ooks  can  be  helpful  only  as  they  furnish  sup- 
iilementarv  material. 

If  school  is  to  continue  the  development  of  the  child  in  a  natural  Avay,  along 
lines  similar  to  those  folloAved  in  the  home,  then  the  lines  would  seem  to  be  two, 
viz. :  ])hysical  training  and  industrial  training.  Of  these  the  former  ^Yi\\  take 
the  place  of  the  play,  and  the  latter  of  the  Avork  of  the  home. 

Since  tJie  time  of  Froebel  some  of  the  best  child  study  has  been  done  in 
connection  Avith  the  iilays  of  children.  The  best  kindergartens  haA-e  made  much 
of  the  play  instinct,  and  tliis  influence  is  sloAvly  AA^orking  up  through  the  grades. 
It  has  a  firm  hold  in  colleges  through  the  athletics,  and  has  made  rapid  lieadAvay 
in  our  high  schools.  It  seems,  hoAvever,  to  have  had  but  little  effect  upon  the 
grammar  and  intermediate  grades. 

Recess  time  has  been  displaced  in  many  places  by  brief  physical  exercises 
within  the  schoolroom.  The  school  appears  more  mannerly,  more  subdued, 
more  orderly.  By  this  means  there  is  not  so  much  chance  for  loAA^ering  the 
moral  tone  by  speech  or  action  on  the  school  grounds.      But  hoAv  about  the  phys- 


A    BA.SIS   FOR    OTHER   SCllOOl.    WORK.  47 

ieal  condition  of  the  children  (  Ave  we  lieeding  the  wise  admonition  of  Professor 
Tvler  and  giving  Mother  j^atnre  a  fair  chance  to  develop  the  chick  ?  C^onld  not 
all  the  objections  to  a  recess  time  be  overcome  if  teachers  wonld  plav  with  their 
children  ?     When  one  considers  the  matter  it  is  surprising*  that  we  devote  snch  ^''^"ffi'^ieiicy 

J-  ^  of  (gymnastic 

an  infinitesimal  part  of  the  school  time   to  ])hvsical  training.      What   if   the  (iriiis. 
teacher  should  expect  to  develop  the  mind  of  the  child  by  one  or  two    ten  or 
fifteen  minute  number  drills  a  day,  leaving  the  rest  of  his  mental  development 
to  chance  'i    But  is  not  this  just  what  is  being  done  in  most  of  the  public  school- 
regarding  the  teaching  of  physical  training?     When  one  calls  to  mind  the  ordi- The mocieni 
nary,  regulation  public  school,  of  what  does  he  think  ?    Rows  of  desks  and  chairs  a'jj","^'^"^"^) 
filling  the  room,  with  a  child  in  every  chair.      Does  it  look  like  a  place  fitted  'ipveiopment. 
up  for  the  physical  development  of  the  growing  child  ?     Professor  Dewey  was 
right  when  he  said  that  the  ordinary  schoolroom  was  furnished  for  the  listen- 
ing child. 

But  we  have  become  so  accustomed  to  these  schoolrooms  with  tlieir  cast-iron 
desks,  and  just  as  rigid  rules,  that  it  is  hard  for  us  to  get  the  ]u-oper  point  of 
view.  It  may  help  us  if  we  try  to  imagine  President  Roosevelt  and  his  Rough 
Riders,  after  a  lively  gallop,  placing  themselves  in  those  desks,  there  to  sit  for 
five  hours  a  day,  five  days  in  the  week,  for  forty  weeks,  and  to  do  just  what  they 
are  directed  to  do  by  a  lady  teacher.  Would  they  do  it  ?  Would  it  not  be  a 
physical  impossibility  ?  Or  if  they,  with  their  iron  wills,  held  themselves  to  it 
for  a  whole  year,  how  different  their  appearance  would  be !  How  the  strength 
of  muscle  and  eagerness  of  spirit  would  have  diminished !  But,  some  one  sug- 
gests, that  these  are  grown  men  who  have  been  accustomed  to  their  freedom  in 
the  open  air.  Yes,  and  as  such,  onght  to  be  able  to  endure  more  hardships 
than  growing  children.  Tan  anyone  contend  for  a  moment  that  the  real, 
natural  demands  of  the  child  for  spontaneous  exercise  are  not  as  great  and  as 
legitimate  as  are  those  of  strong,  healthy  men  ? 

Have  we  not  a  I'ig'ht,  from  the  standpoint  of  the  proper  physical  develop- 
ment of  the  child,  to  demand  that  schools  shall  be  reorganized  and  put  on  such  reorganization 


? 


of  schools. 


Physical  train- 


a  basis  that  the  physical  side  of  the  child  shall  receive  due  consideration  ? 

Is  it  not  time  for  us  to  realize  that  the  proper  physical  development  of  the 
child  has  to  do,  not  with  fifteen  or  twentv  minutes  of  gymnastic  drills  eiven  five^"^**"*^  *^^ 

'  _  ^  .     '  .    .    .  .  whole  life  of 

times  a  week,  but  with  all  of  the  ])liysical  activities  of  each  of  the  daily  twenty- the  child. 
four  hours  of  the  week  ?  x^ot  that  the  public  school  teacher  can  direct  all  of  these, 
but  she  mav  know  somethine-  about  them  and  be  ij-overned  accordins'ly. 

Very  excellent  results  were  obtained  by  the  ancient  Greeks  tlirough  their  introduction 
irames  and  contests.      We  are  trvino-  to  imitate  the  Greeks  bv  the  introduction  '^"'  -^"«'= 


48  LNDUSTRIAL- SOCIAL   EDUCATIOX. 

of  games  duriuo-  reg-ular  school  lionrs,  at  recess  times,  and  before  and  after  school. 

Value  of  Yatuahle    as  arc   the   games    for  physical    trainmg    thej  may  be    nmch    more 

euiiics in c-hur-  y.ii,,.^i,ij.  i^  fjie  nioral  develo]))nciit.      ]\hich  lias  been  said  of  the  valne  of  football, 

haskcr  ball  :ni<l  kindred  sports  in  charnctcr  Innldmg.      Let  ns  consider  games  of 

a  different  tyi)e. 

Tnk(>  the  game  witli  marbles  wliich  is  played  ont  of  doors  by  boys  all  over 
the  land  every  s])ring.  What  training  in  accnracy,  power  of  self-control,  ideas 
of  fnirn.oss  :in<l  lionesty  arc  there!  What  opportnnities  for  the  teacher  to  guide 
the  rhildren  into  higher  ethical  standards!  How  many  teachers  ntilize  these 
opportunities?  Tt  is  much  easier  to  pnt  the  whole  matter  aside  by  forbidding 
])lavino'  niiirhh's  on  the  scliool  grounds.  And  why  should  we  not  forbid  it? 
••  Why.  those  little  savages  are  gambling!  They  call  it  '  playing  for  keeps.'  " 
"  But  liow  do  they  hap])en  to  be  playing  for  keeps  ?"  The  answ^er  may  be  found 
in  an  experience  which  I  luid  the  other  day  as  I  passed  by  a  group  of  rather 
small  boys  who  were  playing  marbles.  A  young  man  whom  they  knew  very 
well  was  just  pausing  to  look  at  them.  "  Are  you  playing  for  fun  ?"  he  asked. 
"  Xaw,  do  you  think  we  are  babies  ?''  was  the  disgusted  reply.  What  a  revela- 
tion of  boy  ethical  standards  was  here  revealed !  Those  boys  are  striving  after 
tlicir  conception  of  manhood.  It  is  manly  to  venture  something  and  to  stand 
your  loss  if  you  are  beaten.  The  game  requires  skill,  and  it  is  manly  to  be 
skillful.  "Wliere,  then,  is  the  harm  ?  Is  it  not  in  getting  something  for  nothing 
— a  disease  which  is  ])ermeating  modern  society  and  doing  great  harm  ?  Can 
you  expect  to  have  the  children  see  this  ?  Xot  perhaps  very  clearly,  but  they 
mav  see  that  it  is  not  quite  fair  nor  rijiht  for  erne  bov  to  ffct  all  of  the  marbles 
of  all  of  the  other  boys  because  he  can  ])lay  a  little  better ; that  in  every  legitimate 
business  transaction  each  party  receives  an  equivalent  for  services  or  commodity 
rendered.  They  can  see  very  clearly  some  of  the  results  in  the  feelings  toward 
the  boy  who  gets  all  of  the  marbles  and  the  etfect  upon  him.  One  of  the  diffi- 
culties in  dealing  with  the  question  will  l)e  the  prejudice  among  the  boys  in 
favor  of  the  game.  If  this  is  followed  up  it  will  be  found  that  the  boys  are 
supi)orted  in  their  })rejudice  by  a  large  number  of  respectable  citizens,  and  that 
you  have  to  deal  with  a  social  prejudice.  You  will  also  find  that  there  is  some- 
thing in  the  nature  of  society  to  which  this  gaming  responds.  We  all  like  to 
run  risks,  ])ut  some  of  us  have  learned  to  count  the  cost,  not  only  to  ourselves  but 
to  others.  Llere  is  a  splendid  game  which  appeals  to  boy  nature  and  should  be 
utilized  in  building  up  such  (Christian  virtues  as  patience,  self-control  and  con- 
sideration for  others,  and  in  helping  the  boy  to  understand  the  temptations  and 
dangers  of  games  of  chance  and  of  the  stock  exchange. 


A   BASIS    Foil    OTHER   SCHOOL    WORK.  49 

And  this  is  typical  of  many  games  which  we  either  forbid  or  entirely  disre- 
gard. These  wonld  furnish  the  finest  possible  basis  for  un<lerstanding  the 
ethical  teachings  of  literature,  sociology  and  history. 

If,  now,  we  agree  that  physical  training  of  the  kind  here  described  is  needed 
for  proper  physical  and  moral  development,  let  ns  consider  what  industrial 
training  has  to  offer. 

Since  the  days  of  Pestalozzi  and  Froebel,  leading  educators  have  more  and 
more  recognized  the  principles  which  they  taught.      One  of  the  most  important  industrial 
of  these  principles  is  that  the  child  can  grow  only  through  his  own  self-activity,  training  in  the 
Industrial  training  was  the  basis  for  all  of  the  best  work  which  was  done  at  pestaiozzi. 
Xeuhof,  at  Stanz  and  at  Yverdnn.      Some  of  the  most  suggestive  things  in  all 
of  the  writings  of  Pestalozzi  mav  be  found  in  his  Leonard  and  Gertrude,  where 
he  ])ictures  Gertrude  as  a  teacher  of  her  own  children. 

"  The  children  all  helped  wash  the  dishes,  and  then  seated  themselves  in 
their  customary  places  before  their  work.  .  .  .  First  the  children  sang 
their  morning  hymns,  and  then  Gertrude  read  a  chapter  of  the  Bible  aloud, 
which  they  repeated  after  her  while  they  were  spinning,  rehearsing  the  most 
instructive  passages  until  they  knew  them  by  heart.  In  the  meantime  the 
(ddest  girl  had  been  making  the  children's  beds  in  the  adjoining  room,  and  the 
^'isitors  noticed  through  the  open  door  that  she  silently  repeated  what  the  others 
were  reciting.  When  this  task  was  completed,  she  went  into  the  garden  an<l 
returned  with  vegetables  for  dinner,  which  she  cleaned  while  repeating  Bible 
verses  with  the  rest 

"  Whenever  Gertrude  saw  that  anything  was  amiss  with  the  wheels  or  cotton, 
she  rose  from  her  work,  and  put  it  in  order.  The  smallest  children,  \v\u)  were 
not  old  enough  to  spin,  picked  over  the  cotton  for  carding,  with  a  skill  which 
excited  the  admiration  of  the  visitors. 

"  Although  Gertrude  thus  exerted  herself  to  develop  very  early  the  manual 
<lexterity  of  her  children,  she  was  in  no  haste  for  them  to  learn  to  read  and 
^\'rite.  .  .  .  The  result  of  her  system  was  that  each  child  was  skillful, 
intelligent  and  active  to  the  fidl  extent  that  its  age  and  development  allowed. 

"  The  instruction  she  gave  them  In  the  rudiments  of  arithmetic  was  inti-  Correlation 

.  ,  , .    .  .  T  '  '^^'^"^  other 

luately  connected  with  the  realities  of  life.      .      .      .  subjects. 

"  All  that  Gertrude's  children  knew,  thev  knew  so  thorouchlv  that  thev  were 
able  to  teach  it  to  the  younger  ones  ;  and  this  they  often  begged  permission  to  do." 

Froebel,  imbued  with  the  spirit  of  Pestalozzi,  went  a  step  further  and  said  ^'■"^^'^''*" 

'-  _  .  advocate  of 

that  the  child  must  be  not  onlv  a  doer  l)ut  a  creator.      lie  also  said : —  manual 


"  Every  child,  boy,  and  youth,  whatever  his  condition  or  position  in  life. 


training. 


50 


INDUSTRIAL  -  SOCIAL   EDUCATION 


Manual  train- 
iiit'  "laily. 


Kiniiersarten 
siiirit  in  prim- 
ary (Trades. 


Beginnings 
in  grammar 
irrades. 


Present 
lirnblem. 


Need  of  ob- 
servation and 
discussion. 


Work  at 
Tiiskepee  and 
Hampton. 


sli.tuld  iIl^vcIc  daily  at  least  one  or  two  hours  to  some  serious  activity  lu  the 
production  of  some  definite  external  piece  of  work.  Lessons  throiigh  and  by 
w.u-k,  through  and  from  life,  are  by  far  the  most  impressive  and  intelligible, 
and  most  continuously  and  intensely  progressive  both  in  themselves  and  in  their 
efi'ect  on  the  learner.  .  .  .  The  domestic  and  scholastic  education  of  our 
time  leads  children  to  indolence  and  laziness :  a  vast  amount  of  human  power 
thereby  remains  undeveloped  and  is  lost.  Tt  would  be  a  most  wholesome  arrange- 
ment in  schools  to  establish  actual  working  hours  similar  to  the  existing  study 
hours;  and  it  will  surely  come  to  this." 

Xow  we  all  with  one  accord  accept  this  doctrine  of  a  do'uig  child,  and  yet 
what  do  we  allow  him  io  do  in  the  grammar  and  high  school  grades?  As  soon 
a-*  we  can  get  our  luiiids  up(in  him  we  bottle  him  up  and  ]wt  in  the  stopper  until 
school  is  (lismiss(Ml.  As  has  been  suggested,  all  of  our  school  furnishings  are 
arranged  for  physical  repression  instead  of  expression.  And  yet  there  is  a 
brighter  side. 

W(^  have  but  to  compare  the  schools  of  to-day  with  those  which  existed  a 
short  time  aso  to  notice  what  transformations  have  come  about  in  the  lowest 
l)rimary  schools  and  in  the  scientific  departments  of  the  colleges.  In  the  near 
future  we  shall,  I  believe,  see  as  great  changes  in  the  grammar  and  high  school 
"•rades.  In  fact,  the  movement  is  alreadv  well  under  wav.  Already  manv  of 
these  schools  have  introduced  cooking,  sewing,  wood  work  and  kindred  subjects 
with  laboratory  work  in  the  sciences,  and  are  giving  considerable  time  to  phys- 
ical training.  It  remains  to  connect  these  more  closely  with  the  life  of  the 
child  and  to  base  the  other  school  Avork  upon  them. 

Xow  comes  the  question  which  is  troubling  the  most  of  us.  How  is  this  to 
be  done  ?  The  problem  is  not  one  which  can  be  worked  out  by  any  one  school 
alone.  We  need  first  to  realize  that  we  have  the  problem  and  then  each  need-; 
to  attack  it  in  his  own  wav,  for  his  own  locality. 

A  discussion  of  the  kind  of  work  attempted  and  the  results  obtained  in 
\'arions  places  ought  to  help  toward  a  right  solution  of  the  problem. 

It  seems  to  me  that  such  work  as  is  now  being  done  at  Hampton  and  Tus- 
kegee  should  be  full  of  suggestions  for  us.  Booker  T.  Washington  is  rijikt 
when  he  says : — 

"  I  don't  believe  it  is  right  to  teach  people  everything  in  heaven  and  earth 
and  keep  from  them  the  knowledge  of  the  means  by  which  they  earn  their  living. 
When  we  said  we  were  going  to  put  up  our  own  buildings  there  were  objections. 
and  it  was  murmured  that  such  a  course  could  not  be  pursued  with  success,  Imt 
we  kept  on  teaching  everything  in  connection  with  the  construction  of  the  build- 


A   BASIS   FOR    OTHER   SCHOOL   WORK.  51 

ings.      The  students  Imd  the  experience  of  making  the  structures  and   we  had 
the  structures  also. 

''Out  of  our  industries  we  have  taught  our  people  dignity  and  ("liristian- 
izing  power  of  laboring  with  the  hands.  We  must  ])ut  dignity  and  <kill  into 
all  forms  of  labor  and  teach  the  negro  to  do  tilings  as  well  as  they  can  be  done. 
We  are  trying  at  the  same  time  to  lift  labor  up  out  of  drudgery." 

We  do  w^ell  to  study  such  schools  as  Abbotsholme,   Derbyshire,   England, 
where  the  work  of  the  day  is  divided  into  three  parts :     (1)  the  morning  devoted  work  at 
to  class  work  indoors;  (2)  the  afternoon  to  ]diysical  and  manual  M'ork  out  of 
doors;  (3)  the  evening  to  music,  poetry,  art,  and  social  recreation. 

The  new  textile  schools  like  the  one  at  Lowell  may  furnish  many  sugges- Textile 
tions.      Here  are  acres  of  floor  space  for  machinery  so  that  the  student  may  get  schools, 
his  fundamental  knowledge  through  participation. 

I  have  received  much  inspiration  from  visiting  the  School  for  tbo  Blind  in 
Philadelphia,  where  the  students  spend  the  hours  from  8  a.  m.  to  5  p.  yi.,  except  from  schools 
for  a  short  period  for  lunch,  in  working,  studying,  and  in  physical  exercises,  for  defectives. 
The  wonderful  transformation  which  comes  about  in  these  children  in  a  few 
vears  is  cause  for  much  admiration  for  their  svstem  of  training. 

As  one  visits  such  schools  as  have  been  mentioned,  he  is  impressed  with 
the  unanimity  of  the  opinions  of  the  principals  regarding  the  value  of  the  work. 
Here  we  see  exemplified  the  new  education.  Quick  says,  "  The  old  education  oidandnew 
had  one  object,  and  that  was  learning.  ]\ran  was  a  being  who  learnt  and  remem- 
bered. ,  .  .  The  Xew  Education  treats  the  human  being  not  so  much  as 
a  learner  as  a  doer  and  creator," 

The  reader  will  have  noticed  that  the  schools  to  which  attention  has 
been  called  are  all  private  schools.  There  are  many  reasons  why  it  is 
easier  to  work  out  this  problem  in  such  schools.  But  if  the  public  schools  cannot 
lead  in  this  matter,  thev  must  strive  to  face  in  the  same  direction.  That  is 
just  what  we  are  attempting  to  do  at  Hyannis.  We  are  getting  suggestions 
from  all  directions  and  trying  various  lines  of  work  which  seem  to  us  well 
adapted  to  the  children  of  this  locality  and  appropriate  for  the  public  schools 
of  Massachusetts. 

We  are  introducing  the  various  forms  of  industry  mentioned  in  a  former  a  public 
chapter,  such  as  gardening,  basketrv,  household  w^ork.      At  certain  hours  of  the  f^'^^o' 

,  .     .  .  .  becomes  a 

day  one  might  pass  through  our  Training  Schofil  and  find  it  a  verita1)le  manu- manufactory, 
factory,  witli  every  child  at  Avork. 

During  most  of  the  day  the  school   ap])oars  like   anv  other   ])ulilic  school. 


5->  IXDUSTKIAL- SOCIAL    EDUCATIOX. 

except  that  if  one  stops  to  listen  to  the  lessons  he  finds  that  most  of  them  are  corre- 
lated Avirh  some  form  of  industrial  ^vork. 

It  seems  to  me  that  the  public  schools  should  commence  earlier  and  close 
later;  that  the  children  should  be  kept  tied  down  to  their  desks  for  only  a  short 
period  at  one  time ;  that  such  periods  should  be  followed  bv  manual  labor  and 
regarding        ffaincs ;  and  that  at  some  time  during  the  day,  when  the  sun  is  shining,  the  class 
in  our  pub-  "^^  should  bc  out  of  doors,  either  working  in  a  garden,  going  to  a  park,  or  playing 
lie  schools.       healthful  games.      With  the  introduction  of  more  games  into  our  physical  train- 
ing work,  and  of  more  industrial  work  properly  correlated  with  the  ordinary 
school  subjects,  there  must  come  great  changes  in  the  physical  condition  and 
great  improvement  in  the  whole  character  of  the  work  in  the  public  schools. 


Suggestions 


'/: 


1^ 


CO 

& 

O 

a 


CHAPTER    V. 

THE    PLAYHOUSK    AS    A    CEXTER. 

Ill  the  vear  of  1002  the  teachers  of  the  primary  grades  took  the  playhouse 
as  the  center  of  interest. 

This  playhonse  was  constructed  in  the  manual  training  room  at  the  noi-mal 
school,  in  such  a  manner  as  to  contain  the  principal  rooms  of  a  house.  The 
children  made  things  with  which  to  furnish  this  house.  The  pupils  of  the  lower 
grades  had  heen  studvina'  the  homes  of  other  children  of  other  lands  and  com- 
paring  their  own  homes  with  these,  noting  striking  points  of^resemblance  and 
difference  in  the  kinds  of  house,  the  furnishings,  and  the  clothing,  and  making 
such  inferences  regarding  the  reasons  for  the  variations  as  their  age  and  expe- 
rience enable  them  to  make. 

The  children  of  the  first  grade  had  been  studying  about  Hiawatha,  and  they 
compared  their  own  home,  the  Hyannis  home  with  its  furnishings,  with 
the  Indian  home  and  its  simple  but  necessary  utensils.  They  were  delighted 
to  compare  their  food  and  clothing  with  his,  their  games  and  nursery  stories 
with  those  which  Hiawatha  was  taught  l»v  old  Xokomis.  In  a  similar  manner 
they  had  studied  about  the  little  Esquimo  and  his  home  life. 

The  second  grade  children  had  studied  the  more  striking  features  of  the 
industrial  and  social  life  of  the  Esquimo,  the  Indian,  the  Dutch,  the  Japanese, 
and  the  Chinese  children,  always  using  their  own  experience  as  a  basi^  of 
comparison. 

The  third  grade  children  had  studied  the  home  life  of  the  Dutch,  Swiss, 
and  Mexican  children. 

The  fourth  grade  pupils  had  been  very  uiucli  interested  in  Hobinson  Crusoe 
and  the  things  which  he  found  necessary  for  his  home. 

It  is  easy  for  the  thoughtful  person  to  see  how  such  work  as  this  a])]ieals  t<i 
tlie  little  child.      The  teacher  is  continually  asking  him  to  tell   about    things  interest 
of  which  he  knows  from  experience  and  which  he  delights  to  talk  about,  espe-  ° 
cially  when  he  is  asked  to  compare  his  own  house  with  the  snow  house  of  the 
Esquimo  bov  or  the  tent  of  the  Arab  bov,  or  his  leather  shoes  with  the  wooden 
shoes  of  the  Dutch  boy. 


56 


INDUSTRIAL  -  SOCIAL   EDUCATION. 


r>cv  el  op- 
ulent of 
vocabulary. 


Means  of 
expression. 


Earnestness 
and  happi- 
ness of 
children. 


As  the  children  stndj  about  these  things,  they  ai-e  learning  to  read  and  spell 
and  use  properly  the  common  words  connected  with  their  everyday  life,  and 
kindred  technical  words  connected  with  the  life  in  other  parts  of  the  world. 
Thus  their  vocabulary,  spoken  and  written,  is  growing  hand  in  hand  with  the 
l)roadening  of  the  horizon  of  their  understanding.  Xot  only  the  pictures  and 
stories  found  in  the  cliildren's  books,  but  many  others,  are  provided  by  the 
teachers.  Sometimes,  too,  the  teacher  takes  the  children  over  to  the  normal 
school,  whore  they  are  treated  to  a  talk,  supplemented  by  stereopticon  lantern 
.slides. 

To  those  who  understand  children  it  is  not  surprising  that  they  desire  to 
represent  those  things  about  which  they  are  enthusiastic  in  some  other  form 
than  in  words.  They  wish  to  do  something  with  their  hands, — to  draw,  to 
paint,  to  cut  out,  to  model  in  clay,  to  weaA'e,  to  sew,  and  to  do  many  other  things. 
This  natural  demand,  which  may  l)e  seen  in  every  normal  child,  we  try  to  satisfy 
by  allowing  him  to  attempt  to  represent  some  of  these  things  about  which  he  is 
coming  to  know.  This  is  where  our  industrial  training  comes  in,  as  a  means  of 
expressing  some  ideas  which  the  child  already  has,  and  of  gaining  more  and 
clearer  ideas. 

Some  of  the  things  which  were  made  were  used  for  furnishing  the  play- 
house, and  every  child  was  anxious  to  make  something  fit  to  go  into  that  play- 
house. Rugs  and  portieres  were  made  in  the  first  grade,  furniture  of  tag-board 
and  mats  of  raphia  in  the  second  and  third,  and  the  fourth  grade  children  wove 
blankets  and  straw  floor  matting,  made  baskets,  painted  walls  of  the  house, 
designed  wall  paper  and  stained  floors.  It  is  inspiring  to  see  how  enthusias- 
tically the  children  work,  how  they  love  to  do  things  and  to  do  them  well,  hoAV 
much  patience  and  persistence  is  being  developed,  and  how  happy  they  are. 


CHILDREN  WEAVING. 


CHAPTEK    VL 


WEAVING  IX  THE  FIRST  AND  SECOND  CHIADES. 


Historically  speaking,  weaving  for  clothing,  planting  for  food,  and  hnikling 
for  shelter  are  the  three  primal  race  occupations.  Froebel  believes  tliat  these 
three  forms  of  activity  are  essential  to  normal  development.  (Vrtainly,  of  all 
the  forms  of  industrial  work  tried  in  <nir  school,  none  is  more  popular  with  the 
children  of  the  ])rimary  grades  than  weaving.  Again  and  ngnin  comes  from 
some  child  the  request  that  he  be  allowed  to  weave. 

The  occupation  is  varied  l)oth  in  the  things  made,  the  materials  used,  and 
the  method  of  work.  It  is  an  occu]iation  suited  to  children  of  different  ageg 
in    the    primary    grades. 


5« 


IXDUSTRI AL  -  SOCIAL    EDUL  ATlOX. 


T'attem 
eaving  'with 
ar>er  mat*. 


MateriaL 


;  ethod  of 
eaving. 


'ther 
jiattems. 


Use  of  prac- 
tice mats. 


Best  adapted 
for  use  by 
older 
children. 


I.        KlXDEEGARTEX    WeAVIXO. 

One  form  of  it,  the  pattern  weaving  with  paper  mats,  has  long  been  in  nse 
in  the  kindergartens.  It  is  a  source  of  so  much  pleasure  to  the  little  workers, 
that  some  years  ago  I  introduced  it  into  mv  first  grade  and  carried  on  the  work 
started  in  the  kindergarten  witli  which  I  was  then  associated.  Manv  of  the 
patterns  are  difficult  enough  to  furnish  an  occupation  adapted  to  a  child  ten  or 
twelve  years  of  age.  I  still  use  the  pretty  kindergarten  mats  of  colored  paper 
Avith  my  older  pupils  in  first  grade ;  and  let  them  make  them  up  into  sachets  by 
folding  on  the  diameter  and  lacing  the  edges  together  with  baby  ribbon.  They 
make  dainty  and  acceptable  gifts  at  Christmas  time. 

These  little  mats  come  in  7  -x  7  inch  squares,  cut  in  strips  one  fourth  inch, 
one  third  inch  or  one  half  inch  wide,  with  a  corresponding  margin  all  around 
the  mat.  With  e^ch  mat  comes  a  set  of  strips  of  the  same  width  as  the  strips 
of  the  mat,  to  be  woven  into  it. 

A  strip  is  threaded  into  a  steel  weaWng  needle,  sold  by  all  kindergarten 
supply  companies,  and  with  it  is  woven  over  one,  under  one,  through  the  strips 
of  the  mat,  always  leaving  free  the  marginal  strips.  The  strips  are  put  in  with 
the  right  and  then  the  left  hand  alternately.  Each  strip  as  woven  in  is  pushed  up 
to  the  top  of  the  mat,  by  use  of  the  needle,  on  the  wrong  side  of  the  mat.  Other 
patterns  are  used,  as  ''  over  two,  under  two,"  or  '•  over  three,  under  three," 
••  over  two,  imder  one,"  etc.  Some  few  are  dictated,  others  are  originated  by 
the  children.  I  dictate  only  the  most  simple  ones  used  in  the  regular  Kinder- 
garten School  of  Weaving.  The  children  then  wofk  out  new  patterns  with 
their  practice  mats.  These  practice  mats  are  also  used  in  some  kindergartens, 
and  are  made  of  marble  cloth,  cut  like  the  paper  mats  wdth  the  half  inch  strips. 
Instead  of  weaving  in  another  strip,  a  tliin  slat  of  wood  one  haK  inch  wide  is 
woven  or  laced  over  and  imder  the  strips  of  the  mat,  always  leaving  the  marginal 
strips  free  as  in  the  paper  mats.  These  slats,  made  of  thin  light  wood,  are  an- 
other kindergarten  Occupation  material,  used  in  kindergartens  for  "slat  lacing." 
They  come  in  colors  or  plain.  With  the  white  marble  cloth  mats  we  use  the 
colored  ones.  A  mat  cut  from  bright  morocco  leather,  into  which  is  woven  the 
plain  slat,  gives  very  yoTing  children  great  delight. 

Because  of  the  perishableness  of  the  material  the  paper  mats  require  much 
manual  skill  in  the  little  weaver.  Tliev  are  too  diificult  for  the  Toungrest  chil- 
dren  of  kindergarten  and  primary  grades.  Therefore  I  use  them  only  for  the 
older  children  who  have  acquired  some  dexterity  in  using  the  slats  and  practice 
mat,  and  in  weaving  upon  the  tape  looms. 


AVKA\I^(;    LX    THE    FIRST    AM)    SKCOM)    GRADES. 


oil 


li 


e — ^"-^ 


^.i. 


-J L. 


.I.-.    I. 


T     r 


A:-}: 


L 

_  HI  1  III  It  I  II.  It  ^h  I  ..b..  .  mini  11  . 


I  ■ 
I  I 
I      I 


"— ^1    k — •«''^= — ^ 


I  r.       Tvi'K   Weavixg. 

This  is  one  of  the  most  siiii[>le  aiul  attriictivc  forms  of  rlie  occupation.  Upon 
looms  20x20  inches  in  sivce  (or  smaller  if  desired  i  we  weave  tape  into  (juill-^ 
for  a  doll's  bed,  or  a  pillow-top  for  actual  u-^e. 

The  tape  used  is  an  Eng-lish  make  of  white  cotton  tajx',  which  we  ourselves 
dve  anv  color  desired.      Two  tones  of  liglit  hltu',  green  or  nut  hrown  have  uuide 

pleasing  pillow-tops. 

The   loom  used  is   20x20   inches,    made 
u])on   the  same  model   as  the  small   loom   de- 
scrihed  under  Ilitg  Weaving,  aiul  of  which  a 
working  di'awing  is  shown  in   Fig.   1,  exce])t 
that  lh<'  hrads  in   the  ends  are  spaced  three 
fotirths  inch  apart  and  there  is  hul    one   row 
of  them.      The  two  ends,  each  twenty  inches 
long,  are  made  from  ])laid^  just  as  shown  in 
the  working  drawin.g.  and  are  joined  hy  two 
stri])S  of  one  half  inch  hoard,  each  ahout  three 
inches  wide.      There  is  no  heddh'  or  shuttle 
for  this  loom.      Strips  of  tape  are  fastened  to 
the  hrads  and  stretched  across  the  loom.     With 
the  steel  weaving  needle,  used  for  the  ]>aper 
mats,  the  stri]>s  which  form  tfie  woof  are  laced 
in,  over  one,  under  one,  through  the  warp. 
d'his  simple  pattern  is  the  only  one  we  find  firm  enough  for  the  pillow-to])  of 
tape.     Perhaps  other  materials  w(»nld  permit  use  of  othei-  patterns.     Art  denim 
cut  into  strips  one  inch  wide,  hemmed  on  the  edges,  and  so  Avoven  has  been  used 
for  some  artistic  ])illow-tops  on  sale  at  Whitney's,  Boston,  this  winter.      Fuhhon 
three  fourths  to  one  inch  wide  may  1)0  so  used, or  a  light  weight  soft  leather  would 
make  a  pillow-top  suital)le  for  a  den  or  library. 

The  strips  are  woven  in  with  the  righl-  and  left  hands  alternately  as  in  the 
regular  kindergarten  weaving.  If  tlic  steel  needle  trouble  the  little  worker,  the 
strips  may  be  woven  in  by  the  fingers  alone.  So  used,  this  loom,  like  the  i)ractice 
mat,  may  be  used  l)y  the  youngest  children,  as  there  is  none  of  the  nervous  tax 
Avhich  is  involved  in  tlie  use  of  the  paper  mats. 

Another  form  of  weaving  easy  for  the  little  people  and  whicli  affV.rds  them 

:uuch  jileasure  is — 

III.     Rig  Weavtxg. 

Beautiful  and  artistic  rugs  for  a  doll  house,  or  a  carriage  mat  for  the  doll 
carriage,  are  made  of  wools,  rag.  or  jute,  on  small  looms  0x12  inches  in  size. 


Most  simple 
form  of  the 
offuiiation. 


The  loom. 


-r 


Fig.  I.. 


Other 
inaterial> 
suitable  for 
pillow-tops. 


Use  of  tiiiifers 
with  very 

youiiij" 
children. 


60 


IXDUSTEIAL  -  SOCIAL   EDUCATION'. 


Larger  rugs  are  also  made  upon  larger  looms.  The  materials  used  are  coarse 
Germantown  wools,  or  jute,  and  for  tlie  rag  rugs  cheap  outing  flannel.  We  buy 
the  five  cent  white  outing  flannel,  dye  it  any  color  desired,  tear  it  into  strips 
about  one  fourth  inch  wide  and  wind  it  into  balls.      Then  it  is  ready  for  use. 

A  two  or  three  yard  length  so  cut  and  wound  is  easilv  used  and  avoids  too 
frequent  splicing.  Tlie  effect  of  these  rag  rugs  is  soft  and  pretty.  The  rug  is 
firm  enough,  too,  to  be  serviceable,  and  (^ne  of  a  size  for  actual  use  has  been 
started  in  Grade  II  upon  a  loom  20  x  42  inches. 


The  heddle. 


The  shuttle. 


1,     Looms. 

The  looms  are  made  in  our  own  maniuil  training  rooms  and  are  modeled 
somewhat  after  looms  seen  in  use  in  other  schools.  In  Fig.  I  a  working  draw- 
ino-  of  our  smallest  loom,  0x12  inches,  shows  its  construction.  The  two  ends 
are  made  from  plank,  and  are  joined  liy  two  strips  of  one  half  inch  board, 
screivpcl  on.  The  width  of  the  boards  need  not  be  the  same  as  in  this  loom  but 
is  a  matter  of  choice  or  convenience.  In  the  larger  looms  these  strips  are  two 
to  three  inches  wide,  though  the  ends  are  made  with  the  same  general  propor- 
tions as  in  the  model.  It  is  important  that  the  ends  be  screwed  rather  than 
nailed  to  the  strips  which  join  them.  It  is  also  important  that  the  brads  be 
placed  as  in  the  model.  It  will  l>e  noticed  that  across  the  ends  are  placed  two 
rows  of  brads,  spaced  one  half  inch  apart,  and  alternating  in  position.  To  these 
brads  the  threads  which  form  the  warp  are  tied  in  stringing  up  the  loom. 

Fig.  II  shows  a  working 
drawing  of  the  heddle  used  for 
this  loom.  This  heddle  is  made 
from  one  eighth  inch  l)rass,  is 
nine  and  one  half  inches  long 
and  three  and  one  half  inches 
wide.  About  one  and  five  six- 
teenths inches  above  the  lower 
edge  is  placed  a  row  of  holes 
one  eighth  inch  in  diameter.  These  holes  are  spaced  one  half  inch  apart  and 
the  first  is  one  half  inch  from  the  left  edge.  Alternating  with  the. holes  is  a  row 
of  slots,  each  one  eight] i  inch  wide  and  two  inches  long,  spaced  one  half  inch 
apart.  One  end  of  the  slot  is  one  fourth  inch  from  the  lower  edge  of  the  heddle. 
The  heddle  is  used  to  separate  the  threads  of  the  warp. 

Fig.  Ill  shows  the  shuttle  used.  It  is  twelve  inches  long,  one  inch  wide 
and  one  fourth  inch  thick.      Each  end  is  curved  out  as  shown  in  the  sketch  so 


WEAVING   IX    THE   FIRST    AND    SECOXD    GRADES. 


01 


as  to  hold  the  threads,  and  whittled  down  to  a  thin  edjie,  that  it  may  he  pushed 
through  easily  without  eatchiug  the  threads  of  the  warj).  The  tlireail  (of  wool, 
rag  or  jute),  which  is  to  form  the  woof,  is  wound  un  this  shuttle. 

The  larger  looms  are  made  upon  the  same  model  aud  are  20  x  20  inches 
in  size. 

2.      Stktxoia'^g  Vv  thk  Loo>r. 


A" 


M 


// 


// 


Ni^- 


r^U 


Fig.  III. 


To  string  up  tlic  loom  satisfactorily  is  something  of  an 
art.  It  uiust  !)('  done  tight  enough  to  give  firmness,  yet 
not  so  tight  as  to  prevent  fn-c  action  of  the  licihllc.  We 
use  any  common  twine  for  the  war])  in  wool  ami  rag  rugs. 
It  is  tied  to  the  end  hrad  at  one  end  of  the  loom,  ])assed 
throuffh  the  first  hole  in  the  heddle  (which  is  licM  midway 
hetween  tlie  two  ends  of  the  loom,  iu  an  upright  ])osition, 
and  with  the  wider  uuirgin  at  the  to])),  tied  to  the  end 
hrad  in  the  o})])osite  end  of  the  loom,  wound  ai'ound  the 
first  hrad  of  the  alternating  row  in  the  same  end,  ])assed 
through  the  first  slot  and  returned  to  the  o])])osite  end, 
wdiere  it  is  tied  to  the  second  hrad.  Tt  is  then  A\'ound 
around  the  next  brad,  and  passed  through  the  second  hole 
iu  the  heddle,  to  the  o])])osite  end  au<l  tied  as  before.  In 
this  way  the  entire  loom  is  strung  u]).  A  large  darning 
needle  assists  in  ])assing  the  thread  through  the  holes  and 
slots.  Also  two  can  work  to  I)etter  advantage  than  one  in 
stringing  u]i  the  loom.  We  usually  just  start  the  weav- 
ing for  the  children. 


3.     Weavixo. 

Tw^o  children  work  together.  One  holds  the  heddle,  while  the  other  throws 
the  shuttle.  The  heddle  is  heavv  so  that  a  child  nuist  hold  it  with  both  hands, 
firmlv  and  evenly,  midway  between  the  two  ends  of  the  loom.  If  one  end  is 
held  lower  than  the  other,  the  child  who  is  Aveaving  finds  it  difficult  to  push  the  co-operation 
shuttle  through  without  mistake.  Held  firmly  and  evenly  and  as  near  the  ° 
middle  of  the  loom  as  possible,  it  keeps  the  threads  well  aj^art  and  affords  suffi- 
cient space  close  to  the  heddle  for  the  shuttle  fnll\'  wound  to  ]3ass  through.  The 
heddle  is  held  alternately  up,  then  doAvn.  The  weaver  must  ]3ass  his  shuttle 
through,  close  to  flic  heddle,  first  with  the  right  hand,  then  with  the  left,  as  it 
is  passed  alternately  from  right  to  left  and  left  to  right,      (^ire  must  be  exercised 


62 


INDUSTRIAL  -  SOCIAL   EDUCATION 


Mfasure 
leiiffth  of 
threads  of 
woof. 


Borders 
ill  rugs. 


l)v  the  little  weaver  to  leave  a  loop  of  thread  at  each  end  when  the  shuttle  i-^ 
drawn  throuiih,  lest  the  rni>'  mirroAv  in  the  middle.  To  avoid  this  the  one  hold- 
ini>:  the  heddle  pnshes  it  u\)  after  the  shnttle  is  passed  throngh,  while  the  weaver 
measures  the  loop  and  [)nlls  the  thread  as  tight  as  need  be,  but  not  tight  enough 
to  draw  in  the  threads  of  the  warp.  The  heddle  is  used  to  push  up  the  web. 
In  the  rag  rugs  we  sometimes  push  it  up  more  closely  by  use  of  an  unbreakable 
rubber  comb.  This  strains  the  threads  of  the  warp  less  than  does  the  use  of 
the  heddle. 

4.      Splici]sh;. 

When  we  splice  the  threads  of  the  woof,  the  fingers  are  used  to  put  in  the 
short  end  of  thread.  Then  the  new  thread  is  drawn  through  with  the  shuttle 
to  about  one  inch  from  the  end  of  tlie  old  thread.  The  two  ends  are  allowed  to 
overlap  about  one  and  one  half  or  two  inches.  The  weaving  is  continued  as 
before.  If,  when  finished,  any  short  ends  appear  on  the  rug  where  it  was  spliced. 
they  are  cut  off.  If  the  splice  is  made  near  the  edge  of  the  rug  we  always  turn 
back  the  thread  two  or  three  inches.  It  is  stronger  if  the  s])lice  is  made  as  far  a> 
that  from  the  ed<>e. 

Usuallv  l)orders  of  a  contrastino-  color  are  introduced  into  these  rues.  With 
the  rag  rugs  we  ol»tained  a  pretty  mottled  effect  by  sewing  together  uneven 
lengths  of  flannel  in  two  harmonious  tones  of  a  color.  A  pretty  effect  may  ])e 
obtained  bv  twistins;  two  colors  to  form  a  thread  of  the  woof. 


Matting  for 
doll  fioiise. 


Till'  loom. 


I\'.      Kai'hia    Wk.vvixc;. 

The  little  people  of  the  second  grade  find  enjoyment  in  weaving  for  their 
doll  houses  a  Japanese  matting  of  raphia.  The  raphia  is  soft  and  pliable  and 
gives  a  very  jiretty  matting  effect  when  woven.  As  in  braiding,  it  is  more 
])lial)le  and  more  easily  used  if  first  carefully  washed  in  warm  water  and  dried. 

'I  his  matting  is  woven  upon  the  larger  looms,  20  x  -20  inches  in  size.  Thi-^ 
loom  is  constructed  upon  the  same  general  plan  as  the  smaller  one  described. 
I  he  two  end  pieces  are  made  exactly  like  the  A\-orking  drawing  for  the  loom 
described,  except  that  they  are  each  twenty  inches  long.  They  are  joined  l)y 
two  strips  of  one  half  inch  board,  each  about  three  inches  wide.  Some  of  the 
heddles  are  made  from  tin  instead  of  brass.  Though  less  expensive  than  the 
brass  heddles,  the  tiri  ones  are  more  apt  to  cut  the  threads.  For  the  warp  in 
raphia  weaving  we  find  a  strong  linen-colored  linen  thread  best.  We  are  using 
a  hempen  twine.  •• 

The  looms  are  strung  up  just  as  for  the  rau  ;iiid  wool  ruu'  Aveaviu"-,  usini>' 


WKA\I.\(i    IN    'I'llK    FIRST    AM)    SKCOM)    (iKADKS.  (i3 

a  liedJle.      Instead  of  the  slmtrlc  wo  weave  with  a  iteedh.      The  ra]>hia  comes  in 

lenii'ths  too  short  to  wind  upon  a  shuttle.      A  loui;-  piece  ol   reed.   No.  ."),  with  a 

slit  in  one  end  for  an  eye  makes  a  i>,0()d  needle.      1die  ra])]na  is  threaded  into 

this  needle  as  into  a  worsted  oi-  carpet  needle.      it  is  then  woven  m  pist  as  witli  instead  of 

the  slnittle.      Two  children   work  as  before,  one  holdinu'  ihe  heddle  aliernatelv  *^'^""'*'- 

tip  and  down.      The  weaver  })nshe;>  his  needle  thron^h  close  to  the  heddle  as  he 

did  his  shuttle,  and  nses  the  heddle  to  pnsh  nj)  the  weh.      (^vre  must  he  taken 

in  choosing  the  raphia  to  keep  the  threads  of  the  woof  of  nearly  uniform  size, 

cntting  off  the  fine  ends  Avhen  necessary. 

The  splice  is  made  just  as  in  the  wool  rngs.      It  is  hest  to  have  the  s])lic(> 
come  at  least  two  inches  from  the  edges  that  the  matting  may  have  a  firm  edge,  'ihc sDiici-. 
If  desicns  are  introduced  for  borders  or  all  over  weave,  the  i^attern  is  put  in 
with  the  needle  just  as  in  the  ordinary  kindergarten  weaving.      Without  ii"^'"i^' i„.,.,„|j„.,i,^„ 
the  heddle  the  child  coiints  the  ''■  <^»ver  three,  under  one  "  of  his  pattern.      AVhen  tifdcsiKus. 
the  pattern  has  been  put  in,  the  heddle  is  again  used  for  the  plain  weaving. 

These  raphia  w^ebs  are  pretty  for  covers  to  ])iazza  cushions  and  pillows  filled 
with  pine  needles  or  short  ends  of  raphia. 

The  children  of  first  grade  have  made,  from  coloreil  rajihia,  some  arti-tic 
pillow-tops  for  use  on  the  ])iazza.  The  loom  is  strung  u|)  with  linen  carpet 
thread  or  with  raphia,  using  the  luMldle  as  for  the  nuitting  just  described.  Two 
strands  of  the  raphia  are  then  threaded  into  a  long  wooden  needle  which  we  had 
made  in  our  nutnual-training  rooms.  The  needle  is  pushed  through  the  threads 
of  the  warp  close  to  the  heddle  as  before,  while  the  heddle  is  held  alternately  u]) 
and  down.  The  woof  is  then  pushed  uj)  by  use  of  the  heddle.  A  fringe  of  any  Haphiapiiiows. 
desired  length  is  left  at  each  end.  Thus  there  is  a  fringe  at  tiro  ends  of  each  side 
for  the  pillow-top.  When  completed  the  two  sides  are  ]mt  together  in  such  a  way 
that  the  threads  of  the  warp  run  verticidly  on  one  side  and  horizontally  on  the 
other.  This  gives  a  fringe  for  the  four  sides.  It  will  be  set'u  that  this  is  but 
an  application  of  the  most  simple  form  of  kindergarten  weaving,  and  is  there- 
fore suitable  work  for  very  voung  children.  They  can  weave  rapidlv  and  are 
delighted  with  these  pillows. 


BRAIDING  AXD  SEWING. 


CHAPTER    VII. 


EAPHIA  WORK  FOR  FIRST  AXD  SECOXD  GRADES. 


One  pliase  of  the  industrial  work  tried  by  children  in  the  first  and  second 
grades  of  our  school  is  braiding  and  sewing  raphia.      The  charts  show  work  of 
this  kind  done  in  these  two  grades.     At  first  we  decided  that  the  little  ones  in  BraWmg  and 
the  first  erade  should  attempt  onlv  to  learn  braidine-;  and  that  those  in  the  °l^'^'"5.™''':*! 

o  I  -^  o'  of  raphia  in  the 

•second  grade  should  braid  and  sew  mats  such  as  are  shown  on  the  charts.      Later  first  grade, 
it  was  found  that  the  older  pupils  in  the  first  grade  could  sew  also.      Since  they 
were  eager  to  make  something  of  their  braids,  many  have  made  the  more  simple 
form  of  mats. 

I.     Beaidijs^g. 

The  first  lessons  are  to  teach  the  simple  three  strand  braid.  The  raphia  is 
tied  in  a  knot,  and  a  braid  just  started  for  each  child  by  the  teacher,  before  the  First  lessoDs. 
time  for  the  lesson.  This  end  nuist  then  be  fastened  into  a  drawer  of  the  desk, 
the  window,  or  in  any  convenient  place  which  the  room  may  afford.  The  illus- 
tration show^s  a  group  of  children  at  M'ork.  Two  are  braiding  and  two  are  sew- 
ing mats.  I  started  the  work  with  small  groujis  of  children.  They  were  shown 
individually,  again  and  again,  how  to  hold  and  place  the  strands.      In  many 


r,r,  IXDT^STKJAL- SOCIAL    KDUl'ATlUX. 

instances,  1  found  that  a  child  who  conld  not  l>rai«l  from  seeing  it  done  was 
aided,  througii  the  nmscnlar  sense,  l)y  just  taking  his  hands  and  repeating  the 
motion  nntil  he  got  it.      Again,  one  child  has  frequently  taught  another  when 

chii.i  tieiiHT.  J  ^^^^^  ^^^^^^^^  unsuccessful.  Hoav  '(  I  do  not  know.  T  know  only  that  one  child 
often  can  help  another  effectively  at  this  busy  time,  and  is  glad  to  do  it.  Of 
course  many  of  these  first  braids  were  loosely  done ;  all  were  uneven.  We  think 
that  a  coarse  twine  or  cord,  or  even  the  long  corset  laces  used,  for  stringing  beads, 
woidd.  i)erhaps,  he  better  material  for  this  first  w<n-k  in  braiding.  The  braided 
cord  may  be  used  for  whistle  chains,  scissors  guards,  etc. 

The  second  step  is  to  get  the  fiat,  close  l)raid,  which  may  be  used  for  mats, 

scc.ii.ist.'i'.  liats,  and  baskets.  Acain  we  must  iust  show  the  chihlren  how  to  hold  the  strands 
closely,  and  to  press  down  with  the  thumb  on  the  forefinger  each  time  a  strand 
is  placed  over.  Also,  how  to  keep  the  ra])hia  fiat  like  a  ribbon  as  we  place  each 
strand  over,  that  we  may  have  a  rounded  edge  on  the  braid.  'Throughout  this 
work,  we  must  exercise  patience,  and  inspire  ihc  small  workers  with  faith  in 
themselves.  For  diificulties  arise.  Fingers  arc  (dnmsy,  the  work  new,  first 
cfi"(U-ts  crude.  As  the  braid  i>Tows  longer  wc  must  fasten  it,  not  at  the  end  as 
at  first,  bnt  nearer  the  ]X)int  where  the  child  wt»rks.  If  working  more  than  one 
or  tvro  feet  from  the  ])oint  where  it  is  fastened,  he  twists  his  braid  and  cannot 
keep  it  flat.  Again,  in  fastening  the  braid  into  the  window  or  drawer  of  the 
desk,  care  must  be  taken  not  to  cut  the  braid.  For  convenience  the  braid  may 
b(>  looselv  folded  and  tied  with  rai)hia,  as  on  the  charts,  while  working  with  it; 
but  it  is  not  wise  to  roll  it  tightly  if  it  is  to  l)e  used  for  sewing.  Thus  foldctl 
it  is  easily  put  away  at  the  close  of  the  ]ieriod. 

One  important  step  of  this  work  is  the  splicing.  It  is  very  imi)ortaiir  thaT 
it  l:)e  done  quite  nicely.  C)f  course  the  children  cannot,  at  first,  do  this,  and  a 
large  class  keeps  a  teacher  busy  splicing,  Avhen  they  are  fairly  started  braiding. 
When  a  strand  grows  thin  at  the  end  it  must  be  sjiliced.  Tn  splicing,  select  the 
thinner  end  of  the  nev/  strand.  About  two  or  three  inches  from  the  end,  jdacc 
it  u])on  the  strand  to  be  spliced  and  braid  it  in  with  it  for  perhaps  an  inch,  jnst 
far  enough  to  make  it  firm,  theii  drop  out  the  thin  strand.  Later  it  may  be  cut 
ofi",  together  with  the  short  end  of  the  now  strand,  which  was  left  out.  On  one 
chart  is  a  short  braid  showing  two  splicings.  Jt  is  not  well  to  pnt  more  than 
one  new  strand  in  a  ])lace,  nor  to  l)raid  with  double  strand  farther  than  is  neces- 
sary, as  it  makes  the  braid  wdder  wdiere  the  splicing  occurs.  We  cut  the  ends 
if  necessary  to  avoid  this.  For  instance,  where  six  pieces  of  raphia  are  used 
in  a  tliree  strand  braid,  perhaps  both  pieces  in  one  strand  need  splicing  at  th(> 
same  time.     If  this  be  true,  cut  one  piece  so  that  the  splicings  of  the  same  strand 


Splicing. 


KAi'iilA    WUKK    i'oli    FIKST    A^D    SECOND    GKADES.  c.r 

<ha]l  !)('  ;it  least  two  iiu'lics  a]i;iri.  ( )iir  little  people  soon  leani  to  tell  ii>  when 
a  strand  needs  s])licinii',  and  to  i^ct  a  strand  of  rapliia  i'ea<ly  for  it.  1  lui-  all 
r-an  1)0  kept  bnsy  and  ha])pv. 

We  find  that  the  rapliia   i^  more  pliahle,  and  makes  a  smoother  and  Itcttcr 
braid,  if  used  when  slii>htly  dani]).      Therefore  it  seems  better  to  soak  it  in  warm  (jamp. 
water  and  let  it  ])artia]l_v  di-v  before  braidinii'  it.      Tt  is  well  to  soak  each  time 
only  abont  the  (piantity   rc(|nirc(l   for  the  lesson.       Too  freqnent  soakinii'  may 
injnre  the  raphia. 

II.      Sewixg. 

About  six  yards  of  braid  are  rcHpiired  to  make  a  sm  ill  mat  like  tliose  on  the 
(•harts.  Each  eliild  who  made  six  yards  was  permitted  to  try  the  sewini:'.  A 
few  made  dcdls'  hats  or  baskets  instead  of  mats.  The  most  simjde  form  of  mat  first  form 
is  made  bv  sewine-  the  braids  side  bv  side,  so  that  the  edii'es  form  the  to]i  and 
bottom  of  the  mat.  The  stiteh  is  taken  through  the  middle  of  the  braid  and 
mnst  not  show  on  the  edge.  'Vhe  teacher  starts  the  mat  f<n-  the  little  ones.  A 
few  stitehes  secure  the  braid  from  raveling.  It  is  folded  l)ack  to  form  the 
center  f(U-  a  round  or  an  oval  mat  as  may  be  desireil.  The  center  is  started 
(piite  as  the  old-time  braided  rag  rug  of  our  grandmother's  <lay,  except  that  in 
that  case  the  braid  is  face  u]),  not  edge  up.  The  second  illustration  shows  a 
mat  of  each  form,  round  and  oval. 

The  second  form  of  mat,  more  dithcult  fV)r  the  little  })eo])le  to  liold  and  ^*'\\' sepond  form 
evenly,  is  made  l)v  placing  the  bi-aid,  edge  to  edge,  and  sewing  through  the  "i'"at. 
middle  of  the  braid,  slipping  the  stitch  as  before.  In  this  case  the  braid  is 
face  up.  This  makes  a  flat  mat.  It  hoops  more  as  the  children  sew,  and 
requires  more  skill  not  to  show  the  stitches.  We  sew  with  a  fine  strand  of  raphia 
and  a  carpet  needle,  English,  size  twenty-three.  The  children  nearly  always 
hoop  the  mats  as  they  sew,  luit  even  if  ([uite  badly  hooped,  after  pressing  between 
a  damp  cloth  and  paper  the  mat  becomes  quite  flat.  On  some  of  the  mats 
appears  a  loo|)  border.  By  ]>Imiing  this  simple  loop  for  the  children  they  can 
sew  it  on  easily,  using  just  an  "  in  and  out  stitch."  Perha])s  T  should  say  that 
we  colored  some  of  the  raphia  and  by  combining  it  with  the  ])laiu  obtained  some 
artistic  effects. 

It  is  needless  to  say  that  the  children  are  interested  in  this  work.      They 
ilo  not  seem  to  tire  of  it,  Init  are  becoming  critical  of  their  (iwn  work,  and  eager  intere.«t  in 
to  make  a  second  mat  wdiich  is  better  than  the  first,      ddiey  have  enlisted  the  ""'^ 
interest  of  the  home  also.      Parents  frequently  visit  the  school  during  the  indus- 
trial period;  and  by  purchasing  the  little  mats  have  aft'ordeil  an  incentive  to 
good  work,  and  aided  us  in  onr  effort  to  give  to  the  work  a  definite  aim  for  the 


68 


INDUSTEIAL  -  SOCIAL   EDUCATIOX, 


eliiklren.  They  have  further  aided  the  spirit  of  the  work  in  many  instances 
bv  supplying  the  children  with  other  materials  for  braiding  at  home.  Even  in 
a\'ery  poor  home  the  mother  saved  twine  for  the  little  daughter  and  taught  her 
to  braid  it,  also  to  braid  long  grasses.  Another  child  found  some  loose,  soft 
rope  whicli  she  braided  and  sewed  into  a  doll's  hat  as  home  w^ork.  At  the  time 
of  the  spring  vacation,  the  children's  interest  had  become  such  that  we  had 
manv  requests  from  the  parents  to  sell  raphia  for  use  during  the  vacation  days. 
Durino'  the  period  for  industrial  work  the  children  are  allowed  almost  per- 
fect freedom  from  restraint.      They  may  gather  in  groups  in  any  part  of  the 


RAPHIA  MATS. 


allowed. 


room,  sit  or  stand  at  work  as  they  wish.  Conversation  is  permitted.  Often 
the  children  sing  while  working.  One  little  boy  in  my  class  (who  cannot  sing) 
always  whistles  as  he  works.  They  have  the  privilege  of  moving  about  and 
Freedom  looking  at  the  work  of  others.  Of  course  idleness  is  not  encouraged,  and  the 
children  are  required  to  show  the  same  courtesy  and  consideration  for  others 
as  during  the  game  and  lesson  periods.  At  the  close  of  the  period  each  child  is 
expected  to  fold  his  work  neatly  and  put  it  away.  The  children  gather  the 
Avaste  ends  of  raphia  cut  off  during  the  splicing,  hang  up  any  material  that  has 
been  scattered,  replace  chairs,  and  put  the  room  in  order  before  singing  the 
closing  song.      Thus  all  is  in  readiness  for  the  work  of  the  next  day.      At  first 


RAPHIA   AVORK    FOR   FIRST    AXD    SECOXD    GRADES.  69 

this  took  some  time,  for  tlio  cliildron  needed  lielp  in  folding-  and  putting  away 
work.  ]S'()\v,  however,  it  takes  but  a  few  luimites.  At  first,  too,  tlie  teachers 
had  imicli  woi'k  out  of  school  hours,  inspecting  the  woi'k  done  and  preparing 
material  for  the  next  lesson.  Now,  during  the  last  ten  minutes,  the  children 
see  that  their  braids  are  spliced,  ni'edlc  threaded,  and  tell  us  if  any  need  new 
work  or  material  ju'cpared,  before  they  ])ut  away  their  work.  This  is  a  great 
assistance  to  tis  and  helps  the  children  to  grow  in  self-dependence. 

Frequently  we  are  asked  if  this  work  does  not  interrupt  the  regular  disci- 

^  ,T,         ,        1  /  1  Effect  upon 

pline  of  the  school,  or  cause  the  regular  work  to  suffer.  \\  hy  should  the  regular  other  school 
work  suffer  t  This  work  claims  only  one  period  of  the  school  day,  a  period  of  "°'"'^- 
thirty  or  forty  minutes,  and  conies  regularly  at  a  definite  time  each  day.  The 
freedom  allowed  belongs  to  this  kind  of  work.  At  first  we  saw  a  tendency  in 
a  few  children  to  talk  and  leave  their  seats  during  the  period  devoted  to  silent 
seat-occupation.  It  was  explained  that  though  they  have  this  privilege  during 
the  industrial  period,  it  could  not  be  given  for  all  periods  of  work  because  it 
interrupted  classes  and  disturbed  those  who  wished  to  work  quietly,  l^o  serious 
<lisorder  has  resulted  from  this  departure  from  routine  work.  Indeed,  w^e  feel  social  spirit 
that  it  has  directly  helped  to  develop  a  right  social  spirit,  that  of  the  home  and  developed, 
family.  This  spirit  is  manifest  in  the  readiness  with  which  the  older  children 
liel])  the  younger;  in  the  pride  and  interest  the  entire  class  takes  in  the  work 
of  one  more  skillful  than  the  rest ;  in  their  frankly  expressed  approval  of  one 
another's  work ;  and  in  the  eagerness  with  which  they  call  our  attention  to  any 
improvement  in  a  child's  work  or  effort.  At  the  close  of  one  lesson  I  was 
informed  by  an  eager  little  maiden  that  Matthew,  who  had  been  very  idle  and 
careless  for  a  week  or  more,  had  that  afternoon  made  a  whole  yard  of  braid,  and 
that  it  v/as  good,  too.  Looking  up,  I  saw  a  group  eagerly  measuring  the  braid 
and  commending  Alatthew.  The  spontaneous  and  frankly  expressed  admira- 
tion of  his  little  classmates  had  a  good  effect  upon  him  and  lie  is  again  Avorking 
earnestly.  We  recognize  that  much  of  the  work  done,  even  the  best  we  can  show 
after  months  of  labor,  is  crude.  Yet  we  feel  that,  crude  as  it  is,  it  has  a  value 
far  greater  than  its  intrinsic  value ;  because  through  it  the  litth^  workers  are 
growing  not  merely  in  manual  skill,  but  in  habits  of  industry,  self-activity  and 
self-dependence,  and  a  loving  regard  for  one  another. 

As  teachers  we  try,  in  planning  and  directing  the  work,  to  keep  in  mind  the 
motto  Froebel  gives  us  in  the  ]\Iother  Plav — 

"The  things  a  chihl  can  make, 
May  crude  and  -worthless  be  ; 
It  is  his  impulse  to  create, 
Should  gladden  thee." 


-w^  ^•^^iU:-^^ 


ciiAi'-rKK  viir. 
i:.\rm.\    iiASKirrs. 

'J'hat  iiulustrial  wui-k  will  soon  bo  introduced  into  our  |iul)lic  schools  to  a 
li'ivatcr  or  less  (extent  sccnis  to  he  ])ractical]y  a  setflcMl  fad.  .lust  liow  this  is  to 
he  aec(jni[)lished,  and  what  detinite  kinds  of  work  will  he  hest  suitcij  to  the  need- 
of  individual  pupils,  grades,  and  schools,  are  the  problems  which  many  of  us 
are  now  atteni])ting  to  solve.  The  situation  <tf  the  school,  the  home  environment 
of  the  children,  their  age  and  natural  ability,  are  factors  to  be  considered  in 
solving  these  problems. 

Judging  from  our  ex])ei'ience.  basketry  is  one  of  the  best  forms  of  industrial 
irainino'  to  be  used  in  eonnection  with  tlie  introduction  of  this  work,  as  it  mav  ^''*''^T*' **  , 

■  •     good  form  of 

he  adapted  to  any  age  (.r  grade.      One  may  make  a  very  simple  basket  in  lc.s>^  industrial 
than  an  hour,  or  he  may  s])end  many  days  in  working  out  an  cdaborate  pattern. 

The  first  question  which  occurs  to  a  teacher  wdio  becomes  interested  in  this 
work  is,  how  shall  basketry  be  introduced  into  a  school  where  neither  teachers 
nor  pupil-;  ha\-e  ever  made  a  basket,  and  jxissibly  ha\-e  never  seen  one  made  :'  Tt 
would  seem  that  perha])s  the  simjdest  way  would  be  to  visit  some  school  wliere 
the  Work  i^  being  done,  and  tluu-e  learn  how  to  start  it. 

So  thought  the  faculty  of  the  llyannis  Xornnil  School  when  the  question  introduction 
])resented  itself  last  I)eceml)er,  and  the  first  week  in  Januarv  one  of  the  teachers  of  basketry 

^  ^  _  '  at  Hyannis. 

went  to  Xew  York  that  she  might  see  children  at  work,  take  lessons,  and  Itring 
back  a  definite  knowle(lgc  of  how  to  make  a  simple  basket,  and  how  to  teach 
children  to  do  the  same. 

Tlie  schools  visited  were  the  School  of  Phhical  (*nlture,  the  Teachers  Colleo'e, 
and  the  Horace  Alann  School.  Much  may  be  seen  in  a  few  days  in  these 
schools,  and  much  may  be  learned  if  one  can  see  lessons  started,  children  actually 
at  work,  and  some  of  their  fini-^hed  baskets.  Through  the  kindness  of  Miss 
Perrin,  wdio  has  charge  of  the  basketry  in  tlie  School  of  Ethical  Ttdture,  much 
lielp  was  received  in  the  Avay  of  materials  u<e(l,  lessons,  and  suggestions. 

At  the  Horace  Mann  School  the  children  were  seen  becinninc;  baskets,  much 
completed  work  was  examined,  and  through  the  courtesy  of  ]\lr.  Richards,  sujier- 
visor  of  the  manual-training  dejiartment  of  the  Teachers  College,  much  was 
learned  of  the  kinds  of  baskets  made,  materials  used,  and  of  weaving  machines 
of  various  kinds. 


72  INDUSTEIAL- SOCIAL   EDUCATION. 

iSText  rapliia  and  veeds  were  obtained  and  some  baskets  made.  One  may 
observe  with  care,  gain  much  from  illnstrations,  and  hear  many  lessons  given, 
but  unless  he,  with  his  own  hands,  makes  a  basket,  let  him  hesitate  to  attempt 
to  teach  basketry. 

After  the  visit  to  the  schools  mentioned,  our  Avork  at  Hyannis  was  begun. 
Other  lessons  have  been  taken,  books  have  l)een  used  and  much  experimenting 
has  been  done,  but  the  real  start  Avas  the  observation  of  the  work  as  already 
described. 

First  Ave  obtained  our  materials,  raphia  and  reeds  or  rattan.     Hanks  of 

Material  used,  raphia,  as  it  comes  from  the  seed  stores,  are  represented  in  the  background  of 
illustration  IV. 

In  this  chapter  only  the  baskets  made  from  raphia  will  be  described.  The 
reed  and  splint  work  will  be  considered  in  a  later  chapter,  although  in  illustra- 
tion IV  bundles  of  reeds  and  several  reed  baskets  are  sIioavti. 

Two  types.  ^^^  basketry  may  be  divided  into  two  types,  the  woven  and  the  sewed,  but 

there  is  a  large  number  of  varieties  of  each  of  these  two  types.  Baskets  of  both 
types  have  been  made  in  the  fourth,  fifth,  sixth,  and  seventh  grades,  using  raphia 
and  rattan.      The  baskets  shown  in  illustration  IV  were  made  in  these  grades. 

Several  111  raphia  we  have  made  several  varieties  of  tlie  braided,  twisted,  and  coiled 

baskets,  and  a  combination  of  raphia  and  reeds. 

Simplest  The  simplest  basket  is  perhaps  the  one  made  by  sewing  the  three-strand 

braid  of  ra])hia.  The  braids  may  be  sewed  flat,  with  the  face  up,  making,  a 
thin,  though  strong  little  basket ;  or  they  may  be  sewed  with  the  edge  of  the 
braid  up,  making  a  heavier  basket. 

The  next  one  tried  was  a  twisted  basket,  made  much  more  quickly  than  the 
braided  one,  but  requiring  more  skill  and  judgment. 

Twisted    Basket. 

From  eight  to  fifteen  strands  of  dry  raphia  are  taken ;  the  number  depend- 
ing upon  the  size  of  rope  one  wishes.  This  raphia  has  previously  been  plunged 
into  lukewarm  water  for  about  fifteen  minutes  to  make  it  more  pliable  and  to 
remove  the  dust,  and  then  dried.  Another  strand  of  slightly  damp  raphia  is 
threaded  through  a  tapestry  or  worsted  needle  (Xo.  19  is  a  satisfactory  size). 
If  this  strand  is  colored,  the  radiation  of  stitches  can  be  much  more  plainly  seen, 
and  therefore  more  quickly  taught.  The  rope  of  raphia  is  firmly  wound  at  the 
end  with  the  colored  threaded  strand,  and  the  needle  passed  through  the  coil  to 
make  the  beginning  firm.  The  rope  is  then  firmly  twisted  closely  about  the 
colored  center  and  the  stitches  are  taken  over  the  rope  and  into  the  color  until 


baslset. 


RAPHIA   BASKETS. 


73 


Fig.  I. 


the  start  is  completed.      Each  stiteli  then  passes  through  the  preceding  twist 

and  at  the  right  of  the  colored  stitch,  making  the 
stitches  radiate  as  in  Fig.  I.  When  a  new  strand  is 
needed,  the  old  one  is  left  ahout  one  or  two  inches  in 
length  and  twisted  inside  the  rope  and  hidden.  The 
new  strand  is  inserted  about  three  stitches  back, 
duplicating  or  doubling  these  stitches,  thus  giving  a 
strong  splice. 

When  the  rope  begins  to  taper,  three  or  four 
strands  of  dry  raphia  should  be  carefully  twisted  into 
it,  so  that  the  ends  are  concealed,  and  held  until  the 
stitches  fasten  them  securely.  After  about  three 
inches  have  ])een  sewed,  three  or  four  more  strands 
should  be  inserted,  and  so  on,  adding  a  few  at  a  time 
to  avoid  an  uneven  appearance  of  the  rope,  and  keep- 
ing it  always  as  uniform  as  possible.  When  the  bot- 
tom of  the  basket  is  as  large  as  desired,  the  rope  is 
placed  on  the  last  coil  of  the  l)ottom,  and  the  stitches  taken  through  the  coil 
below,  and  so  on,  until  the  sides  are  as  high  as  desired ;  then  the  rope  is  tapered 
very  gradually  by  cutting  strands  from  it,  and  the  small  tapering  end  securely 
fastened  inside  of  the  last  twist. 

Coiled    Basket. 

The  coiled  basket  is  started  very  much  like  the  twisted  one.  The  hard  ends 
are  cut  from  a  small  bunch  or  rope  of  dry  ra]diia.  It  is  then  wound  for  about 
an  inch  with  a  threaded  strand  which  is  slightly  damp,  being  held  as  flat  as 
possible.  The  dampened  strand  of  raphia  is  too  wide  to  be  conveniently  usedj 
but  by  splitting  it  lengthwise,  two  and  often  three  pieces  can  be  made  from 
one  strand. 

The  end  of  the  rope  that  has  been  closely  and  smoothly  wound  is  then 
doubled,  or  turned  on  itself,  and,  by  passing  the  needle  directly  through  the  coil, 
held  firmly  in  place.  The  coil  is  then  wound  smoothly  for  about  a  quarter 
of  an  inch,  then  another  stitch  taken  through  the  coil,  and  so  on,  each 
stitch  being  about  a  quarter  of  an  inch  from  the  preceding  one,  until 
a  completed  coil  has  been  made  around  the  center ;  then  each  stitch  is  put 
in  half  way  between  the  two  stitches  in  the  preceding  coil,  as  a  bricklayer  lays 
his  bricks.  If,  as  the  basket  grows,  the  space  becomes  too  long,  two  stitches 
should  be  put  between  instead  of  one.  The  inside  and  outside  of  the  basket  will 
be  alike.  The  more  smoothly  the  coils  are  w^ound,  and  the  nearer  the  stitches 
are  placed,  the  strongei"  will  be  the  basket. 


INDUSTRIAL  -  SOCIAL    KDUCATION 


Pattern 
in  color. 


This  basket  resembles  slightly  those  made  hv  the  Xavajo  Tiidiaus.  A  varia- 
rioii  of  this  stitch,  and  one  a  little  easier,  is  to  pass  the  needle  between  the  coils 
instead  of  throngh  the  center  of  the  coil.  A  small  coiled  basket  in  the  fore- 
o-roniid  of  Illnstratioii  IV  shows  the  stitches  passed  between  the  coils.  The  basket 
l)ehind  it,  which  is  turned  over,  shows  the  stitch  passed  throni>ii  the  coil.  After 
the  tii-st  round  is  made  one  may  plan  to  sew  each  stitch  a  little  to  the  right  or 
to  tlu^  left  of  the  stitches  in  the  preceding  coil,  instead  of  half  way  between. 
Either  of  the  last  two  mentioned  stitches  will  give  a  radial  effect. 

When  the  thread  with  which  one  is  sewing  becomes  too 
short  to  use,  it  is  sim])ly  dropped  into  the  coil,  a  new  strand 
is  taken,  the  en<l  turned  into  the  coil  and  then  wound,  hold- 
ing the  end  in  until  it  is  covered,  as  in  Fig.  IT.  The  threaded 
strand  will  often  liecome  small  and  twisted  instead  of  re- 
uiaining  tlat,  but  l)y  (tccasionally  twii'ling  the  needle  between 
rliumb  an<I  forefinger  it  will  easily  untwist  and  become  flat. 
It  may  even  l)ecouie  necessary  sometimes  to  dampen  the 
threaded  strand.  If  it  se])arates  or  breaks  into  several  pieces 
it  is  better  to  take  a  new  ])iece  at  once  than  to  attem])t  to  keep 
the  several  ])arts  fiat. 

As  the  coil  l)egins  to  taper,  it  can  easily  be  replenished 
by  adding  a  few  stramls  at  a  time;  the  threaded  strand  will 
b(^  smoothly  wound  over  all  ends  and  will  conceal  them. 

This  sort  of  a  basket  may  be  made  of  any  shape  or  size  desired.  A  fiat  cover 
may  be  made  and  hinged  to  the  basket  with  threads  of  ra]ihia,  or  an  overlapping 
cover  may  l)e  used. 

Other  nuiterials  may  often  l)e  used  for  the  rope  filling.  One  of  our  sixth 
grade  l)oys  made  two  very  firm,  strong  baskets,  using  shore  grass  for  the  rope 
and  winding  Avith  ra})hia. 

This  coiled  raphia  basket  is  one  of  the  l)est  in  which  to  weave  a  little  pattern 
in  color.  To  do  this,  drop  the  winder  or  threaded  strand  into  the  rope;  thread 
and  use  as  a  winder  a  piece  of  dampened  colored  raphia  for  perhaps  an  inch  or 
less.  Drop  the  colored  winder,  ])ick  out  the  mitural  colored  one  from  the  ro]-)e, 
and  go  on  winding  and  sewing  with  it  a  slicn-t  distance,  drop  again  and  take  the 
colored  one  from  the  rope  and  wind  another  inch  of  color,  and  so  proceed,  plan- 
ning the  colored  spaces  to  come  at  regular  intervals.  At  first  it  is  well  to  mark 
with  pencil  where  one  will  insert  the  color.  Very  simple  straight  lined  designs 
are  iouml  to  be  effective  when  made  in  one,  two  or  sometii.nes  three  colors  as 
shown  in  Fi.f>:.  III. 


Fig.  II. 


RAI'IirV    BASKETS. 


75 


One  of  tlic  cliicf  cliai'iiis  df  the  basket  work  is  the  opportiinitv  for  variety  in 
original  (lesion  and  for  ])lanning  as  to  i)ro[)ortion,  form,  size,  and  color.      JManv 


If  M     iiii/i/m    iiiiiiiim  ,  ///m 
M,.      ...i §.. 


^-^s^^    /   ^   1 


m%    II 


m\     wm     mil 


I 


Fig.  III. 


#      ^* 


V. 


\t 


:/ 


useful  lessons  may  be  learned  as  one  plans  a  basket  or  a  simple  design  or  pattern 
on  the  basket.  Each  wislies  liis  basket  to  be  a  l^eantiful  one  and  the  question 
arises — what  constitutes  a  truly  ai'tistic  and  beautiful  basket?  First,  it  must 
be  suited  to  the  purpose  for  which  it  is  intended,  as  to  shape  and  size.  Xext, 
as  to  color  or  colors,  if  there  he  a  desian  in  it  haviiii!,'  moi-e  than  one  color.  Are 
the  colors  1)eautiful  in  themselves?  Are  thev  harmonious,  and  will  thev  har- 
monize  with  the  furnishings  of  the  desk  or  room  in  which  the  basket  is  to  l)e 
])laced  and  used  ? 

While  we  feel  that  the  work  in  liasketrv  has  been  both  pleasant  and  helpful 
for  tlie  children,  yet  we  know  that  oidy  a  first  step  has  l)een  taken.  The  chil- 
dren nuist  now  be  led  to  see  that  to  have  an  artistic  value  each  basket  must  be 
made  for  a  definite  purpose  and  sh(iuld  be  suited  to  that  purpose. 


Variety 

in  basketry. 


Beauty  of 
baskets. 


Fig.  IV, 


A  LESSON   IN  BASKETRY. 


CHAPTER    IX. 


RATTAN    AXD    SPLIXT    BASKETS. 


In  the  preceding  ebaptor  on  l)asketry  <»nl_y  the  ra])liia  work  was  descriLed ; 
but  before  any  of  the  coiled  raphia  baskets  were  made  some  work  was  done  with  Kattan 
rattan.      This  is  a  kind  of  pahn  which  grows  in  \ho  forests  of  India,  banging '^"'^'''*^^^- 
from  the  branches  of  the  trees.      It  sometimes   attains  to  tlie   k'nutb   of  hve 
hundred  feet,  though  sehloni  over  an  inch  in  diameter.      We  liavc  found   Xos. 
2,  3,  4,  and  5  most  practical  for  school  use. 

Js^umbers  1,  0,  and  00  are  very  fine,  expensive,  and  bard  foi'  inexperienced 
hands  to  use. 

The  rattan  comes  in  long  twists  or  skeins  of  several  pounds  eacb.      If  each 


:s 


INDUSTRIAL -SOCIAL    LDrCATTOX 


Fui.   1. 


i)iece  ho  druwii  out  from  llic  loop  ond,  as  it  is  needed,  there  is  less  likelihood  of 
its  licconiino-  taiiii'lod  and  hi'okcn.       It  is  verv  Itrittlc  and   ninst  ho  soaked  hefovc 
usinii'.       Usnallv    from    oiu^    to 
ofrattan  t'^^"    'lours    of    soakini>'    in    cold 

water,  or  a  half  hour  in  warm 
wat(M-,  is  sntHeient  to  nuike  it 
pliahle  enong-h  to  Ix'iid  casilv 
without  hreakiiiii'. 

The  s])okes  which  arc  t(» 
form  the  rihs  of  the  hasket 
should  he  at  least  two  nnmhers 
coarser  than  the  material  nsed 
foi'  weavini:',  except  in  small 
haskets  or  mats,  where  a  ditfer- 
ence  of  one  mimher  is  enonji'li. 
The  spokes  are  cnt  into  leng'tlis 
of  the  reipiired  nnmher  of  incdics,  de])eiidiiiu'  upon  the  size  of  the  hasket 
or  mat;  they  are  then  soaked.  The  smallcM-  matei'ial,  which  is  woven  over  and 
nnder  the  spokes  and  nsed  as  a  Hlliiii;',  is  called  a  wea\'er.  This  is  wonnd  into 
cir(des  of  ahont  six  or  seven  inches  in  diameter,  the  ends  heino-  twisted  in  and 
out  several  tilings  to  pre\'(M!t  nnwindini!.  it  is  then  in  a  coiivenient  foi'm  to  he 
])laeed  in  water. 

With  onr  rattan  or  reeds  we  first  made  a  mat,  then  a  sin>;fe  hasket  with  few 
si)okes,  then  larger  l)askets  with  more  spokes.      .\fter  this  l)ei>innin<»'  (which  is 

Mat  made  first.     ^  '  f^     _  _  '  .... 

the  hardest  part  of  a  hasket)  haxiiiii'  hec-n  learne(l,  a  pnpil  conld  suit  himself  as 
to  the  sha])e,  size,  and  kind  of  hasket  he  wished  to  make. 

Rai-iax  Mat. 
The  recpiired  material  is  .\o.  '.]  rattan  for  the  s])okes  and  Xo.  i' 
rattan  for  the  weavei'.  Fonr  spokes  are  cnt. 
each  fourteen  inches  in  lenji'th,  and  one, 
calle<l  a  half-s])oke,  is  cnt  -eight  inches  in 
length.  The  two  vei'tical  s])okes  are  then 
placed  ovei"  the  two  horiz<intal  s])okes,  at  right 
angles  to  them  and  crossing  them  at  the  cen- 
ter. Jjetween  the  iippei-  hahcs  of  the  xcr- 
tical  sp()kes,  the  half-s])oke  is  phice(l,  as  is 
shown     in     Fig.     I.      .\     weaver,     ]»revioiisly  ^■"'"  ^^" 

nnwonnd,    is    then     placed    hack     of    the     nppei-    vertical     spokes,    ])arallel     \i 


( ) 


() 


KATTA.N    AM)    SPLINT    J5A8KETS.  V.) 

the  liiiri/(>iil;il  niics,  with  end  towiii'd  ilic  rii^lit.  '1  lie  wcaN'cr  is  then 
hf(>iii;h[  acfoss  the  tii)])ci'  \crtical  spokes,  iiiulcr  tlic  horizdiital  (Hics  <in  the  riizht 
(  thus  lidhliiii;-  the  end  of  the  weaver  securely),  over  tlic  lower  vertical  s))()ke  and 
under  the  hori/.oiiTal  ones  at  the  left,  as  in  Fi<:.  I.  The  weaver  has  now  Leen 
once  around;  this  is  repeatecl,  inakinu'  two  rounds,  then  the  spokes  are  pressed 
ai)art,  or  se|)arate(l  into  ones,  and  the  wea\"iiiu'  l»e<;ins.  The  weaver  is  ]ilace(I 
under  the  first  u])per  xcrtical  spoke,  o\-er  the  next  (»ne,  under  the  next,  aiul  so 
n,  separatiui;-  the  s})okes  as  evenly  as  ])ossihle,  so  that  they  resenihle  the  spokes 
f  a  miniature  wheel.  All  the  time  the  weaver  is  pressed  with  the  forefin_<rer 
under  and  ovcu-  the  spokes  as  (dose  to  the  center  as  it  is  possihle  to  get  it.  When 
there  is  jitst  enongh  weaver  left  to  go  aronnd  once,  the  binding  off  is  hegun. 
This  is  mttch  like  the  process  in  sewing  known  as  overcasting.  The  weaver 
passes  nnder  one  spoke,  over  another,  then  under  the  last  row  of  weaving  ]ust 
before  the  next  spoke.  It  now  goes  behind  that  spoke,  in  front  of  the  next  an<l 
nnder  the  last  row  of  weaving  bef(u-e  the  next  s])oke.  When  one  row  of  this 
binding  is  com])leted,  the  nuit  is  ready  for  the  bordcM'.  The  spokes  are  then  cut 
ti>  a  uniform  length  with  a  slanting  cut  and  wet  until  idialde.  Calling  any 
spoke  Xo.  1,  bend  it  so  as  to  form  a  loo])  ami  push  down  beside  the  next  spoke. 
Spoke  Xo.  -2  is  then  bent  and  ])ushed  down  beside  sjxike  Xo.  o,  and  so  on,  Tiutil 
the  b()r<ler  is  completed,  care  being  taken  that  at  least  an  inch  of  each  spoke  is 
pushed  below  the  edge  of  the  mat. 

If  the  spokes  are  at  least  four  inches  long  after  the  binding  off,  a  much  more 
effective  border  may  be  nnide  by  crossing  Xo.  2  with  s])oke  Xo.  1  and  ])nshing  it 
down  beside  Xo.  '■).  Xo.  i'  tb.en  crosses  Xo.  o  and  is  ])ushe(l  down  beside  Xo.  -f, 
and  so  on  around  the  mat. 

A  larger  mat  was  made  bv  taking  longer  spokes  and  two  weavers.  The 
joining  or  splicing  of  weav(>rs  has  now  to  be  considcM'cd.  The  new  weaver 
should  cross  the  old  about  one  \ur]\  from  the  end,  and  behind  a  spoke  as  in  Fig. 
II.  The  ends  should  be  held  in  position  wliil(>  weaving  one  row.  When  the 
mat  is  finished,  the  eiuls  wIkm-c  the  joining  took  place  nmy  be  cut  shorter. 

Our  first  baskets  were  small,  re(piiring  the  same  number  of  spokes  as  the  mat. 
The  new  ste])  was  the  turning  u])  of  the  spokes  to  make  the  sides  of  the  basket. 
After  a  snudl  bottom  Avas  woven,  the  spokes  were  thoroughly  wet  and  then 
turned  sharply  u]tward,  if  a  basket  with  straight  sides  was  desired.  In  doing  ^^j**,^ 
this,  care  was  required  not  to  break  a  spoke.  If  curvecl  sides  were  wished,  each 
sr)oke  was  irraduallv  turne(l  uit  bv  l)endinG:  se\'eral  times  over  the  middle  finder. 
When  nio<l(ding  the  ^i(h's  of  a  basket,  the  si(h'  towar<l  the  ])(n*s()n  weaving  is 
always  the  outsiik',  and  the  weaving  should  go  from  left  to  right.      If  a  strong, 


Making  sides 
asket. 


80 


1^■DLTSTRIAL  -  SOCIAL   EDUCATION'. 


Larger 
baskets. 


useful  basket  h  to  Le  made,  the  finishing  oft"  is  ahnost  as  important  as  the  begin- 
ning. The  binding  off  shoidd  be  done  when  the  spokes  are  at  least  four  inches 
long.  One  common  mistake  with  the  children  is  to  keep  on  weaving  until  only 
a  short  portion  of  each  spoke  is  left,  then  the  work  has  to  be  taken  out  or  a  very 
insecure  finish  is  the  result.  One  strong  though  sim]ile  finish  is  made  by  placing 
spoke  Xo.  1  under  or  inside  of  ~No.  2, 
outside  of  Xo.  o,  and  between  the 
weaver  and  spoke  Xo.  4,  ending  on 
the  inside.  Spoke  Xo.  2  is  then 
placed  inside  Xo.  8,  outside  of  Xo.  4, 
and  l)etween  the  weaver  and  spoke  Xo. 
5,  and  so  on  until  all  the  spokes  have 
been  used.  Then  the  ends  on  the  in- 
side may  be  neatly  cut,  but  left  long- 
enough  so  that  they  are  secure. 

Larger  baskets  are  made  l)y  using 
more  and  longer  spokes,  ^^'^len  eight 
or  more  spokes  are  used,  making  four 
or  more  each  way,  beside  the  half  one, 
the  weaving  is  begun  in  the  same  way, 
but  after  the  weaver  has  been  twice 
around,    instead    of    separating    the 

spokes  singly, — or  in  ones, — they  are  first  separated  into  groups  of  two  or  more 
each,  and  two  rounds  are  then  made  with  the  weaver  betw^een  these  groups. 
The  spokes  are  then  separated  into  ones  and  the  regular  weaving  begins. 

The  beginning  of  the  rattan  basket  is  sometimes  varied  by  using  raphia  as 
a  weaver  until  a  good  stai't  is  made,  then  a  rattan  weaver  is  inserted  and  the 
working  proceeds  as  in  a  regular  basket.  A  flat,  strong  beginning  is  made  of 
the  raphia  if  the  horizontal  spokes  are  slit  in  the  center  for  al)out  half  an  inch, 
or  just  far  enough  to  slip  the  vertical  spokes  through  them. 

If  a  large,  heavy  basket  is  to  be  made,  and  rattan  as  coarse  as  Xo.  5  used  for 
spokes,  it  is  hard  to  make  a  flat  bottom  unless  the  horizontal  spokes  are  slit  and 
the  vertical  spokes  slipped  through  them. 

Rattan  baskets  may  be  varied  as  to  shape  and  size,  and,  by  introducing  a 
Variations  in    braid  of  plain  or  colored  ra])hia  or  a  large  reed  wound  with  the  same,  quite  a 

shape  and  size.   ,.™  ^ 

(litterent  aspect  may  be  given  to  the  basket. 

I  must  not  neglect  to  speak  of  one  more  way  of  learning  to  make  baskets. 
Sometimes  one  is  able  to  find  an  Indian  or  some  person  in  a  village  wdio  knows 


Raphia  as 
a  weaver. 


Fig.  III. 


RATTAX    AM)    SPLINT    BASKETS. 


81 


t  he  ;irt    ;iliil    i- 


w 


illiii"'  to  toaeli  it.      T 


Fk;.  IV 


•jiskcts  may  not  l)o  as  beaiitifnl  a^^  the 
raphia  and  rattan  oiios,  per- 
haps, l)iit  are  strong  and  useful. 
One  of  onr  teachers  succeeded 
ill  making  the  aecpiaintance  of 
an  Indian  Avoman  in  ITyaimis, 
who  gets  lier  material  fi-oiii  the 
woods  and  makes  a  idaiii,  dur- 3^,;^^  ^^^^.^^^ 
able  basket.  Some  lessons  were 
taken,  as  shown  in  Fig.  TIT,  and 
s])lint  baskets  made  from  the 
maple  obtained  from  the  woods. 
Square-bottomed  liaskets  were 
ma<le,  which  were  started  like 
the  over  and  under  kindergar- 
Ten  weaviiig.  Flat  splints  of 
maple  were  used,  as  shown  in 
Fig.  IV.  The  splints  were  wet 
and  turned  up  and  weavers  of 
for   the    sides   of   the   basket. 


narrower   splints    were   used    as   a    Hllin 

A  round-bottomed  basket  was  made.  To  form  this  the  splints  were  tapered 
toward  the  center. 

I  have  described  only  a  few  of  the  simpler  kinds  of  baskets,  but  the  ingen- 
ious teacher  will  enjoy  working  out  modifications  in  form  and  design. 

We  feel  that  our  work  in  basketrv  has  onlv  begun,  but  the  children  are  begin- 
ning  to  look  about  for  materials  and  some  simple  experiments  have  been  tried, 
so  that  we  hope  in  time  to  be  aide  to  make  a  practical  use  of  some  of  the  mate- 
rials found  in  this  locality. 


I 


MAKING  MELON   BASKETS. 


CIIAI^'rEK    X. 


,aii:l()n    r.ASKi-rrs. 


Tlic  mckai  biiekt't  when  well  nuuk'  is  Ixitli  useful  aii<l  beautiful  :  ctniseciuently 
it  is  salable.      It  derives  its  name  from  its  resemblance  in   sha|)e  i<>  the  half 

ITT  I'sel'ul  uiitl 

melon.      The  size  of  the  basket  nmy  varv  according  to  taste.      We  usually  make  beautiful, 
the    smaller    ones    as    here    described.      We    think    them    more    salable,    l)eing- 
more  reasonable  in  j)ri('e,  ;iud  then  tlie  childi'en  do  not  tire  of  nudging  them  as 


84 


INDUSTRIAL  -  SOCIAL   EDUCATION, 


First  step  in 
construction. 


Second  step. 


Two  starting- 
points. 


Covering 
the  handle. 


quickly  as  they  do  the  hirger  ones.  The  first  step  in  making  one  of  these  baskets 
is  to  braid  about  four  yards  of  raphia,  using  two  pieces  of  raphia  in  each  strand, 
leaving  one  end  in  readiness  for  further  braiding.  It  is  not  advisable  to  braid 
more  than  four  yards  at  first,  as  a  longer  braid  cannot  be  well  handled.  A 
ffood,  even  braid  mav  be  obtained  bv  following  directions  for  braidina;  in 
(liapter  VI. 

The  next  step  is  to  cut  the  spokes  which  are  used  in  making  the  frame. 
These  may  be  cut  from  either  No.  5  or  iSTo.  0  rattan.  We  consider  jNo.  6  pref- 
erable, it  being  easier  to  work  with  and  making  a  stronger  finish.  These  spokes 
are  of  different  lengths.  One  is  20^-  inches  long,  one  18^  inches,  and  six  are 
Sf  inches.  Each  of  the  longer  spokes  are  now  spliced  together  and  tied  securely 
with  raphia,  thus  forming  two  rings.  These  splices  may  be  made  -in  different 
ways,  two  of  which  are  shown  in  Fig.  I  and  Fig  II.  The  larger  ring  is  then 
sprung  inside  of  the  smaller  one,  leaving  a  little  more  than  half  of  the  larger 
ring  for  the  handle  of  the  basket,  as  shown  in  Fig.  III.      The  rings  may  be  more 


Fig.  I. 


Fig.  II. 


Fig.  III. 


firmly  secured  by  making  grooves  in  the  smaller  ring  at  the  points  where  tied 
together. 

Our  frame  is  now  completed  and  the  ra})hia,  ])reviously  braided,  is  ready 
fur  use. 

There  are  two  starting  points  in  this  basket,  one  at  either  side  of  the  handle, 
and  our  braid  is  placed  back  of  the  handle  at  one  of  these  points,  along  the  rim 
spoke  with  its  end  to  the  right.  It  is  now  brought  forward  and  diagonally  down 
over  both  handle  and  rim  spoke  at  right,  then  back  of  rim  spoke  and  diago- 
nally again  over  rim  and  central  spoke,  then  back  over  central  spoke  and 
diagonally  again  over  central  and  rim  spoke  at  left.  This  is  continued  until  the 
corner  is  of  desired  size,  which  may  vary  according  to  taste.  When  well  done, 
this  corner  is  diamond-shaped. 

The  braid  is  now  used  for  covering  the  handle,  which  is  simply  wound  firmly 
to  the  opposite  side  in  such  a  way  as  to  cover  the  rattan  entirely  and  another 
diamond,  corresponding  in  size  to  the  first,  is  made. 


MELOX    BASKETS.  85 

Xext  the  short  spokes  are  sharpened  at  both  ends  and  placed  in  our  frame,  Placing 
three  on  either  side  of  the  central  spoke.  These  are  arraiiiiCM]  in  such  a  way 
as  to  form  the  melon-shaped  basket.  It  is  quite  necessary  to  be  very  careful 
here  in  order  that  the  ends  of  the  short  spokes  may  not  appear  outside  of  the 
basket.  In  order  to  avoid  this  difficulty,  a  needle  is  threaded  with  a  piece  of 
ra])]iia  and  the  separate  braids  of  the  diamond  caught  together. 

Xow  commences  the  simple  over  and  under  weaving,  that  is,  if  we  have  a 
sufficient  length  of  braid.      If  not,  we  must  braid  a  yard  or  two  more,  and,  as  it  leaving. 
is  very  difficult  to  work  with  a  long  braid,  it  is  desirable  to  braid  a  little  at  a 
time  and  braid  frequently.      This  weaving  is  continued  until  the  spokes  are  well 
("overed.      Then  the  end  of  the  braid  is  fastened  inside  of  the  basket  in  such  a 
way  that  it  is  scarcely  noticeable.      This  may  be  done  in  any  way  that  seems  Fastening 
desirable  so  long  as  it  is  a  neat  finish.      We  have  found  the  simplest  way  is  to  |[|^  ^"^.^"^ 
taper  the  braid,  wind  the  end  with  a  thread  of  raphia  and  sew  a  few  stitches  to 
prevent  raveling.      Then  fasten  this  tapered  end  under  one  of  the  braids  of 
the  diamond. 

The  material  required  for  one  of  these  baskets  is  as  follows : — 

One  20^  inch  spoke  of  Xo.  6  rattan.  „  .   .  , 

-    ^  ^  Material 

One  18^  inch  spoke  of  IS^o.  6  rattan.  required. 

Six  8f  inch  spokes  of  jSTo.  6  rattan. 

One  quarter  pound  of  raphia. 
Very  beautiful  and  various  colored  baskets  may  be  obtained  by  using  the 
colored  raphia. 

These  baskets  mav  be  used  for  flowers,  candies,  pins  of  various  kinds,  combs, 

US6  OI  DSlSKCt'S. 

or  fancy  work,  but  they  are  so  beautiful  in  themselves  that  they  do  not  need 
the  useful  side  to  recommend  them. 


KXOT  -  STITCH  BASKET, 


CnAPTEK    XT. 


KXOT-STITCIi    BASKET. 


This  dainty  basket  illustrates  one  of  the  many  artistic  creations  tliat  can 
he  designed  by  the  use  of  the  knot  stitch.  Tlie  fascinating  knot  keeps  one's 
attention  riveted  td  the  work,  and  the  finished  ]n'odnction  compensates  for  the 
time  spent  in  its  construction. 

Directions. 

I]eain  about  two  inches  from  the  end  of  a  l':>na-  X'j.  2  reed  and  whittle  down 

1       11  1  1         o  1  1  •  ^  •  •  Material 

gra<lnally  to  the  end.      Soak  the  reed  well  in  warm  water  until  pliable.      After  made  iiiiubie. 
the  raphia  (natural  color)  has  been  washed  and  split,  commence  the  basket  by 
winding  the  \m\v\  whittled,  with  a  single  strand.      Then  turn  the  reed  back  on 


J 


88 


INDUSTEIAL- SOCIAL    EDUCATION. 


Sewing  raphia 
over  reeds. 


Position. 


Knot  stitch 
explained. 


Stitch 
repeated. 


Directions 
reviewed. 


Heavier 
strand 
introduced. 
Center. 


(Treen  raphia 
used. 

Pattern  for 
bottom. 


Splicing  a 
new  reed. 


itself  for  a  quarter  of  an  inch ;  draw  the  raphia  through  the  loop  thus  formed 
and  sew  over  and  over.      Use  j^o.  20  chenille  or  tapestry  needle  for  sewing. 

Keep  the  reed  to  the  left  and  pressed  closely  against  the  small  loop.  Then 
wind  the  raphia  over  the  upper  reed,  holding  the  work  in  a  vertical  position. 
Pull  the  raphia  down  on  the  hack,  under  the  second  reed ;  draw  needle  through 
and  up  in  front  of  two  reeds,  over  to  back ;  draw  the  needle  through  between  the 
upi^er  reed  and  the  one  just  below^  it,  to  the  left,  then  in  front  of,  and  to  the 
right  of,  the  long  stitch,  then  through  to  the  back.  Pull  the  strand  of  raphia 
tight  and  wind  it  around  the  upper  reed  once. 

With  the  unwound  part  of  the 
reed  held  firmly  in  the  left  hand,  con- 
tinue making  one  knot  stitch  and  one 


Fig.  I. 


Where  bottom 
and  side  meet. 


plain    stitch    between,     viz. :     Wind 

rajihia  smoothly  over  the  upper  reed  ; 

put  needle  under  next  lower ;   draw 

through    and    up    to    form    the    long 

stitch ;    over   one   reed ;    draw    needle   through,    between   upper   reed   and    the 

one   just  below   it,    to   the   left,   then    in    front   of,    and   to   the   right   of,    the 

lone:  stitch,  and  lastlv  throuo'h  to  the  back.      Pull  tio-ht  and  wind  around  the 

up]:»er  reed  once. 

Unless  a  very  fine  basket  is  desired,  a  heavier  strand  of  raphia  can  be  used, 
after  a  center  (the  size  of  a  ten  cent  piece)  has  been  worked.  The  center  should 
be  finer  than  the  rest  of  the  basket.      This  applies  to  both  the  basket  and  cover. 

Continue  wuth  the  plain  color  until  twelve  rows  have  been  made;  then  thread 
the  needle  with  green  raphia,  and,  after  having  laid  the  end  of  the  old  strand 
flat  against  the  reed,  commence  making  the  knot  stitch  with  the  new  color. 
Make  two  rows  of  green,  six  of  white,  three  of  green,  and  four  of  white,  before 
turning  up  the  Ijasket  to  form  the  side. 

When  a  second  reed  is  needed,  splice  by  whittling  to  a  long,  flat  point,  an 
inch  from  the  upper  side  of  one,  and  the  same  from  the  under  side  of  the  new 
reed,  so  that  the  two  matched  pieces  are  the  size  of  one  reecl.  Match  carefully 
and  hold  firmly  with  the  left  hand  until  bound  securely  by  the  knot  stitch  aud 
winding.  * 

Side  of  Basket. 

The  side  should  turn  at  right  angles  to  the  bottom  of  the  basket.  Continue 
to  work  with  the  same  reed  as  before,  holding  it  flat  to  the  side  of  the  under 
reed  for  one  row  around,  instead  of  on  top  of  it.  Make  two  rows  of  white  all 
around. 


KXOT  -  STITCir    BASKET. 


89 


Stitches 

Yui.  II. 

Pattern. 

1  white 

7  green 

1  white 

all  around 

1  white 

7  green 

1  Avhite 

ii 

i  i 

8  white 

1  green 

u 

ii 

8  white 

1  green 

ii 

ii 

8  white 

1  green 

ii 

ii 

2  white 

5  green 

1  white 

1  green 

u 

a 

2  white 

5  green 

1  white 

1  green 

(< 

i  i               Oroups  of 

nine  stitches 

6  white 

1  green 

1  white 

1  green 

ii 

ii 

6  white 

1  green 

1  white 

1  green 

ii 

i  i 

6  white 

1  green 

1  white 

1  green 

i  i 

ii. 

5  green 

1  white 

1  green 

1  white 

1 

green 

ii 

i  . 

5  green 

1  white 

1  green 

1  white 

1 

green 

ii 

•• 

(\Vlien 

finishing  these 

last  two  r(ows, 

the  last  " 

1  green  "  will 

join  '• 

5  green," 

making  it  like  the  rest  of  the  row. ) 

8  white 

1 

green 

all 

around 

8  white 

1 

green 

ii 

ii 

8  white 

1 

green 

cc 

ii 

7  green 

1  white 

1  green 

ii 

ii 

7  green 

1  white 

1  green 

< 

a 

a 

(When  finishing  these  last  two  rows,   tlic   last   "■'  1   green "   will   join   "■'  7 
green.") 

Two  rows  of  white  knot  stitches  complete  the  top  of  the  basket. 

When  near  the  end,  whittle  the  reed  to  a  thin  strip  and  finish  neatlv.      This 


90 


I  N'DT'STniAl.- SOCIAL    EDTT'ATIOX. 


FiiiisliiiiK  edge. 


SuRgestioiis. 


Directions 
for  cover. 


Fastening. 


will  make  twenty-one  rows  on  the  side  of  the  basket.  Leave  the  loose  end  of 
the  i-aphia  with  which  to  fasten  on  the  cover.  If  the  number  of  stitches  in  the 
directions  do  not  form  the  pattern,  so  that  the  green  lines  are  symmetrical, 
add  to  or  subtract  from  them,  so  as  to  make  the  design  complete.  Some  persons 
make  longer  stitches  than  others;  or  the  raphia  may  be  coarser  or  finer;  possil)ly 
not  worked  evenly. 

Cover. 

Make  the  cover  exactly  like  the  bottom  of  the  basket — twelve  rows  white, 
two  rows  green,  six  rows  wliite,  three  rows  green,  four  rows  white.  Finish 
neatlv  as  l)efore  by  whittling  the  reed  ami  continuing  knot  stitch  to  the  end. 
Place  this  ])art  of  the  cover  on  the  back  edge  of  the  basket  and  fasten  securely. 


Splicing 
handle. 


lUittonhole 
stitch. 


Fastening 
cover. 


Shaping  clasp 

Finishing 
double  loop. 

Measurement. 


Position  of 
clasp  loop. 


Finishing 
stitches. 


Handlk. 

For  the  handle  ring  on  the  top  of  the  basket,  soak  well  in  warm  water  a 
small  piece  of  reed;  to  s})lice  this,  make  a  notch  near  each  end,  so  that  when 
joined  it  will  not  sli)).  (This  splice  is  like  the  one  described  in  the  chapter  on 
"  ]\Ielon  Baskets.")  Bend  the  reed  carefully  to  form  a  circle,  and,  with  a 
needleful  of  rajthia,  sew  over  and  over  from  left  to  right,  around  the  ring. 
Cover  this  handle  with  a  buttonhole  stitch  of  the  same.  Fit  it  into  the  small 
hole  in  the  center  of  the  cover  and  fasten  it  secttrely  inside.  When  finished, 
this  ring  measures  one  inch  in  diameter,  three  quarters  inch  for  inside  meas- 
urement. 

Cl.ASI'. 

Have  a  small  ])iece  of  reed  well  soake(l  to  render  it  pliable.  Shape  to  form 
a  donl)le  oval,  and  bind  securely  where  joined.  Wind  a  strand  of  raphia  over 
and  over,  around  the  clasp,  then  buttonhole  the  same  to  match  the  ring  on  the 
cover.  Fasten  the  toji  of  this  double  loop  to  the  front  edge  of  the  cover.  When 
finished,  the  clasp  shoidd  measure  one  and  three  quarters  inches,  counting  l)oth 
loops. 

(*T,ASI'    Loo  I'. 

Buttimhole  a  small  piece  of  reed  and  bend  it  to  a  half  oval.  Push  each  end 
through  a  small  hole  directly  below  the  clasp,  aliout  half  way  between  the  upi)er 
and  lower  edges  of  the  basket,  so  that  the  clasp  will  fasten  over  it  easily  but 
firmly.  Bend  each  end  of  this  half  oval  Hat  against  the  inside  of  the  basket 
and  scAv  with  split  rajdiia,  so  that  the  stitches  will  not  1)0  noticeable  on  the 
outside. 


KNOT -STITCH    BASKET.  91 

If  desired,  a  small  piece  of  rattan  can  1)C  slii^ix'd  llii-miuli  tlio  loop  to  hold 

.  .  .'....  Added 

(lie  cover  close.      Tliat  it  may  not  be  lost,  a  hole  is  l)iirc(|   in  this  incli  ])iece  < >f  suggestions, 
rnrtan  ;nid  it  is  fastene(l  to  the  hasket  hy  a  hit  of  ra])hia.      Tie  one  end  tlironah 
the  hole  in  the  rattan  and  tlie  other  ai'oninl  the  lower  Lm)]). 

Other  designs  may  he  used   and   worked   ont  hy  jdamiing  carefully  before  q^^^j. jjgj,jgjig 
putting  in  the  new  color.      Tonnt  the  niuulx-r  of  stitches  and  calculate  the  size 
of  the  design  that  is  to  he  used.      Any  harmonious  colors  may  l>e  employed.      If  Heavier 
a  heavier  basket  slionld  be  preferre(h  use  Xo.  ?>  (»r  Xo.  4  reed  and  do  not  split 
the  raphia. 


CHAPTER    XII. 


BRAIDED    IfAPHIA    HATS. 


As  the  spring  season  advances,  straw  hats  are  thought  of  and  tlio  older  chil- 
dren are  interested  in  making  a  hat  that  they  will  enjoj^  wearing  during  the 
summer. 

Our  most  popular  hats  are  made  of  a  five  strand  hraid  <>f  raphia.  Unless  the 
raphia  is  exceptionally  wide,  ten  pieces  are  used,  two  ])ieces  for  each  strand. 

Having  been  previously  washed,  the  raphia  is  ])lial)le  and  clean.  The  ten 
pieces  are  tied  in  a  knot  at  one  end.  The  knot  is  then  fastened  to  some  hook 
or  drawer,  or  held  by  some  person;  then  the  braiding  begins.      One  should  start 


U4 


IXDrS'l'IMAL-SOCIAL     I'.mCA'IM  ON, 


TlU'  livo 
striuid  liniiil. 


Amount  of 

braid  roqiiircii 


The  seven 
strand  braid. 


Tlic  sc'witif,' 
of  the  braid. 


PressinK 
the  crown 


Using  the 
hat  block. 


with  the  rieht  hand  i^traiul  and  n<o  it  as  a  h^aihM-  of  \v('a\(M'.  Phicc  il  n\vv  the 
scH'ond  strand,  nn(hM-  the  tliird,  over  the  fourlli  aiul  niidn-  ihc  lil'lh  or  hisi.  Thu- 
th(>  first  strand  has  gone  from  right  to  Itd't  and  is  now  ihc  liflh.  Again  hogin 
with  the  on(>  at  the  riii'ht  and  braid  as  hcfore.  So  conlinnc,  beginning  alway- 
with  the  riiiht  hand  strand  ami  wi^ivino'  it  over  am!  nn(h'r  nnlil  il  hccoinc"^  ihc 
tifth  strand  at  the  h^ft.  Smootli  the  braid  with  the  thumb  and  t'orclingcr,  and 
kee])  it  as  flat  and  as  even  as  possible. 

From  twelve  to  eighteen  yards  of  braid  will  be  nee<hMl,  aeeording  to  the  size 
of  rlie  hat.  The  s])lieing  of  the  five  strand  braid  is  simihir  to  that  of  llie  three 
stran<l,  described   in  a   prtn-ioiis  chapter. 

A  seven  strand  braid  is  made  lik(>  the  iive  stramb  only  t'onrleen  ineces  ;ire 
used  instead  of  ten.  two  for  each  strand.  It  is  ;i  litlle  ]\\nvc  ditlicnll  but  makes 
a  wider  braid  and  is  pret'erred  by  some. 

After  the  re(inire(l  number  id'  yards  has  been  made,  the  knot  at  the  end  is 
cut  off.  The  end  is  then  wound  neatly  with  a  small  |iiece  of  raphia  an<l  a  few 
stitehes  taken  through  this  end  to  keei>  the  braid  from  raveling.  A  thin  piece 
of  ra])hia  is  tluMi  threaded  to  a  ta])estry  or  chenille  needle  (  Xo.  LM)  or  -J  1  sharp 
points),  and  the  sewing  of  the  hat  begins.  The  center  of  the  crown  is  the  start 
ing  point.  The  bi-aid  is  coiled  about  the  small  center,  keeping  the  little  end 
])ieee  nndcu'ueath  and  (Hit  of  sight,  'idie  edges  (d'  the  braid  are  s(>wed  together 
as  a  braided  rag  mat  is  sewed.  The  flat  side  of  the  braid  is  always  kept  face 
up,  and  the  needle  is  slanted  from  one  row  (d'  bi'aid  to  the  next,  the  stitches  job 
lowing  as  far  as  possible  a  strand  iu  the  braid  and  not  being  prominent  on  either 
the  right  or  wrong  side.  This  is  especially  desirable  when  sewing  the  bidm, 
as  in  trimming  the  hat  one  may  wish  to  bend  or  turn  \\\)  the  brim,  in  wliicli 
ease  both  np])er  and  under  sides  should  be  well  tinished. 

In  sewing  as  above  (lescribe(l,  the  edges  of  the  braid  just  meet,  so  that  I  be 
finished  hat  has  the  appearance  of  a  coarse  leghorn. 

After  enough  braid  has  been  sewed  to  make  the  top  of  the  crown  the  desii'cil 
size,  if  is  dain]iened  iiiid  pressed  Avith  a  warm  iron  on  tln'  wrong  side.  ('are 
should  be  taken  that,  a  cloth  is  placed  between  the  braid  and  the  iron,  as  rapliia 
scorches  very  easily.  In  sowing  the  braid  around  the  top  of  the  crown  to  make 
the  re(piired  d(>pth,  a  wooden  block  is  nsed.  Any  carjUMiter  will  turn  one  out 
foi-  about  twenty-five  cents.  The  ones  we  use  most  are  about  live  inches  in 
diameter  and  six  inches  dee]). 

The  to])  of  the  crown  should  be  jdaced  wrong  side  up  on  the  block  and 
fastened  with  a  thumb  tack.  Then  as  many  rows  are  sewe(l  nroiiml  the  block 
as  one  wishes,  according  as  a  low  or  hiiih  crown  is  desire(l.      I'xdore  reinovinij; 


BRAIDED    IJAPIIIA    HATS.  95 

the  LTowii  fi'oiii  the  1)l<»ck,  rlio  sides  ni'c  (l;niipoii('<l  aiul  pressed  on  the  l)lock.      Tf 

is  then  removed  and  tni'iieil  inside  out,  as  we  have  been  sewing  on  the  wroni;;  side. 

With  the  next  row  we  l)ei>in  tlie  flat  l)i'ini.      Care  must  he  used  in  Imhling 

1   •      1         •  T  1  Ml  -1  1  1  Ai'i  1         1      •  ^   SewiiiK  of 

tins  braid  as  nearly  as  possible  at  right  angles  to  the  crown.      When  the  briiii  theitrim. 
is  the  desired  wi(Uli,  a  narrow  ]iieee  of  flat  wire  taste  is  sewed  under  ihe  last 
braid.      1dien  a  bi-aid  is  ])iit  over  the  wire  taste,  making  a  double  braid  tor  the  insertion  of 
vil'j^o  of  the  bi'ini.      This  gives  a  firm  finish  to  the  hat,  and  the  insertion  of  the 
wii'e  taste  enables  one  to  l)end  the  lu'im  into  any  desired  shape. 

Instead  of  sewing  the  Ijraids  edge  to  edge,  as  has  been  described,  the}'  may  The  over- 
be  overlapped  lor  about  a  quarter  of  an  inch.      This  makes  a  firmer  hat  and  ^^^^"^  ^^^^ 
one  more  nearly  like  the  ordinary  store  straw  hat.      The  back  stitch  is  used  in 
sewing  the  overlapping  braid. 

Still  another  plan  has  been  tried,  the  sewing  of  the  wide  flat  l»raiil  over  a 
wire  frame.  This  gives  what  the  milliners  term  a  "made"  hat.  A  pa  rticu- wireframe, 
larly  successful  one  was  made  of  black  raphia.  Scarlet  poppies  and  scarlet 
ribbon  was  a  pleasing  combination  on  a  natural  colored  raphia  hat.  Ijlack 
\'elvet  ribbon  and  dark  purple  grapes  formed  an  effective  trimming  on  the  hat 
of  one  of  the  older  students: 

After  the  five  strand  braid  has  been  mastered,  from  fifteen  to  twenty  strands  ^    ^.   ,  ,. 

'  «^  Raphia  belt. 

may  be  used  and  a  useful  and  attractive  raphia  l)elt  made.      These  belts  are 
particularly  pleasing  Avith  the  summer  linen  suits.      Wide,  flat  braids — from  ^^^^  !^ 
seven  to  ten  strands — are  effective  when  used  as  weavers  in  some  of  the  larger 
baskets. 


Uses  for 

raids. 


I 


CHAPTEPt    XIII. 


KATTAN    FOOTSTOOL. 


One  of  the  most  useful  articles  we  have  yet  made  is  the  rattan  footstool. 
This  stool  originated  with  ]\Irs.  F.  E.  Ilutchins  of  Boston,  and  the  top  was 
•lesigned  hx  ]\Iiss  Grace  P.  jSTash  of  Harrington,  Maine. 


A  Avooden  framework   is  tlie   fii 


Tliis  consists  of   a  circular 


irst   requisite.      ......  .........0  ...   .. ^^^^^^^ 

wooden  top,  twelve  inches  in  diaiiictor  and  ahout  one  inch  in  thickness.  This  foundation, 
top  may  be  of  one  or  two  ])ieces  of  wood.  If  two  pieces  are  used,  each  should 
be  about  a  half  inch  in  tliickiiess  and  so  riveted  toirether  that  the  grain  of  the 
Avood  is  horizontal  in  one  and  vertical  in  tlie  other.  If  arranged  in  this  way, 
warping  is  prevented.  The  top  is  fastened  to  four  short  dowels  or  legs  about 
four  and  one  half  inches  in  length.  About  two  inches  from  the  top  two  cross- 
liars  connect  the  four  dowels.  On  tlie  under  side  of  the  top  there  are  ten  holes 
between  each  tAvo  doAvels.      These  holes  are  three  quarters  of  an  inch  apart,  a 


98 


IXDUSTRIAL- SOCIAL    EDUCATIOX 


Winding  of 
dowels. 


Winding  of 
crossbars. 


Gluing  in 
the  spokes. 


Triple  twist. 


quarter  of  an  inch  from  the  edge  and  the  size  of  Xo.  5  rattan.  Through  each 
crossbar,  about  two  and  one  half  inches  from  the  dowel,  is  a  hole  three  sixteenths 
of  an  inch  in  diameter.  The  dowels  should  be  at  right  angles  to  the  top  and 
fastened  securely,  otherwise  the  stool  Avill  not  be  plumb  w^hen  placed  on  the  floor. 

About  a  half  bunch  of  flat  winding  reed  is  needed  for  each  stool.  Trom  tho 
loop  end,  select  and  cut  four  pieces  one  and  three  quarters  yards  long.  Soak 
these  pieces  for  about  ten  minutes,  then  begin  to  wind  the  dowels.  By  making 
a  slant  cut  on  the  winding  reed,  it  may  be  tapered  so  that  the  end  can  be  easily 
concealed.  Besin  a  half  inch  from  the  end  of  the  dowels  and  thus  leave  room 
for  the  hetwells  to  be  put  on  after  the  stool  is  completed.  Place  the  tapered  end 
downward,  and,  holding  it  firmlv,  wind  carefully  aroiuid  the  dowel,  concealinc; 
tlie  end  and  covering  the  dowel  smoothly  Avith  the  reed.  Do  not  overlap  tlio 
reed,  luit  let  each  edge  just  touch  the  preceding  one.  Continue  winding  until 
the  i^lace  is  readied  where  the  crossbar  joins  the  dowel.  The  reed  is  then 
passed  through  the  hole  in  the  crossbar  and  back  of  the  dowel,  again  throudi 
the  crossbar  and  around  the  dowel.  Three  times  the  reed  is  passed  through 
the  l)ar,  being  careful  not  to  twist  it  in  any  way.  The  rest  of  the  dowel  is  then 
wound  and  the  end  fastened  to  the  under  side  of  the  top  with  a  double-pointed 
tack. 

After  the  four  dowels  are  wound,  two  ])ieces  of  the  flat  reed  three  and  three 
(|ii:irters  yards  long  are  selected  and  soaked  for  the  crossbars.  These  are  wmrad 
in  a  similar  way  to  the  dowels,  oxcei)t  that  the  winding  begins  just  as  closely  to 
the  dowel  as  possible  and  it  is  ended  with  a  half  hitch.  A  small  two  ounce  tack 
is  sometimes  placed  in  the  half  hitch  as  an  extra  precaution  against  slipping. 

The  bars  and  dowels  being  neatly  wound,  thirty-two  pieces  of  Xo.  5  rattan 
three  inches  long  and  forty-eight  pieces  thirteen  inches  long  are  next  cut.  Glue 
one  thirteen  inch  piece  into  each  hole  on  either  side  of  the  four  dowels  and  a 
three  inch  piece  into  eacli  of  the  remaining  holes,  making  eight  thirteen  inch 
pieces  and  thirty-two  three  inch  jueces.  The  stool  must  then  be  left  until  the 
li'hie  is  drv  and  hard. 

Xo.  2  rattan  is  next  soaked  for  about  fifteen  minutes.  Six  weavers  -ayo 
sufficient.  Three  weavers  are  placed  behind  three  consecutive  spokes.  Begin 
with  the  one  farthest  back  to  the  left,  place  it  in  front  of  two  spokes  and  back 
of  one;  again  take  the  weaver  farthest  back  and  place  it  in  front  of  two  and 
l)ack  of  one  spoke.  Continue  Aveaving  until  fonr  rows  have  been  made.  Tlii- 
is  commonly  called  the  triple  twist.  To  keep  this  twist  even  and  prevent  the 
spiral  appearance  which  it  sometimes  has,  the  weavers  should  be  reverse;l  at 
the  end  of  each  row;  that  is,  after  the  first  row  is  completed,  the  first  or  right 


RATTAN    FOOTSTOOL.  1)9 

hand  weaver  is  placed  in  front  of  tAvo  and  back  of  one,  then  the  second  weaver  is 
placed  in  front  of  two  and  back  of  one,  and  lastly,  the  third  or  one  farthest  back, 
which  is  usually  the  leader.      This  finishes  the  first  row  of  weaving;  then  the 

1    .  1  .  ,      ,  .  .  r.  .         1       Reversing  the 

weaver  just  used  is  used  again,  and  the  weaving  continues  as  at  iirst.      At  the  triple  twist. 
end  of  the  second  row  the  weavers  are  again  reversed,  and  so  ou  reversing  at  the 
end  of  each  row,  then  continuing  as  at  the  beginning.      The  three  extra  weavers 
allow  for  splicing.      Each  dowel  is  counted  as  one  spoke  in  this  weaving. 

To  the  left  of  each  upright  siioke  we  next  place  a  thirteen  inch  piece  of  Xo. 

,  .  .  .      .  hisertiriK  the 

.")  rattan,  pressing  it  down  into  the  triple  twist  until  it  reaches  the  wood.      An  lont?  spokes, 
awl  may  help  in  doing  this. 

Two  rows  of  pairing  are  next  needed.  If  a  very  long  piece  of  Xo.  4  rattan 
is  used,  no  splicing  will  be  needed.  This  piece  of  Xo.  4  should  be  soaked  a  half 
hour.  It  is  then  doubled  and  the  loop  end  placed  over  one  dowel,  including  a 
thirteen  inch  spoke  on  either  side  of  dowel.  ^lake  a  twist  of  the  rattan  around 
two  long  spokes  taken  as  a  group.  After  this  the  spokes  are  separated,  so  that 
a  V  is  made  of  one  long  spoke  and  a  short  one.  Pairing  is  then  made  around 
each  group.  A  long  and  a  short  spoke  will  constitute  a  grou])  until  tlic  next 
dowel  is  reached,  then  the  dowel  and  a  spoke  on  either  side  are  counted  as  one 
group.      Two  rows  of  ])airing  should  be  luade  and  ends  neatly  tucked  in  out 


of  sight. 


The  footstool  must  now  be  soaked  until  the  long  thirteen  inch  spokes  are 
pliable.  It  will  take  from  one  to  two  hours.  The  stool  should  be  so  fastened 
or  balanced  in  a  tub  of  water  that  the  spokes  may  be  wet  below  the  pairing,  but 
the  wooden  top  and  triple  twist  kept  dry. 

When  pliable,  the  long  spokes  are  woven  into  a  neat  finish.  First  the  second 
long  spoke  at  the  right  of  each  dowel  is  cut,  leaving  it  tlie  same  height  as  the 
three  inch  spokes.  Xext,  beginning  with  any  long  spoke,  place  it  in  front  of 
two  groups,  back  of  two,  in  front  of  two,  and  the  end  put  into  the  pairing  just 
before  the  next  group.  Idie  next  long  spoke  is  then  taken  and  ])laced  in  front  pi„ishing  the 
of  two,  back  of  two,  in  front  of  two  and  the  end  put  into  the  pairing  just  before  lo^'^r  part, 
the  next  group.  So  continue  with  each  long  spoke.  The  dowels  are  )iot  counted 
in  this  weaving  and  the  spokes  are  placed  either  l)'ick  or  front  of  the  dowels, 
whichever  way  makes  the  neatest  finish,  being  careful,  however,  that  the  four 
are  finished  alike. 

^Mien  beginning  this  finish,  six  small  pieces  of  rattan  may  be  put  in  the  six 
first  places  before  the  first  groups  to  keep  these  places  open  for  the  last  six 
spokes.  These  last  six  spokes  must  be  woven  carefully,  counting  the  first  s])okes 
as  if  they  were  still  upright. 


KM)  IXDUSTKIAL-. SOCIAL    EDL' CATION. 

The  ends  of  the  thirteen  and  three  inch  spokes  may  now  be  clipped.  ISText 
the  top  is  woven.  The  lightest  of  the  winding  reed  is  selected  and  one  hundred 
and  ten  pieces  twenty  inches  long  are  cut.  x\n  ordinary  molding  board  may  be 
tiietop.  "sed  in  making  the  top.      We  have  found  a  board  about  tw^o  feet  square  to  be  a 

convenient  size.  About  four  inches  from  one  end  a  horizontal  line  is  drawn, 
and  on  this  line  thirty-seven  double-pointed  tacks  (No.  11)  hold  in  place  thirty- 
seven  pieces  of  the  winding  reed  placed  vertically.  The  nineteenth  tack  is 
doubled  so  that  the  center  piece  may  be  quickly  found  without  counting. 

The  following  directions  are  used  in  weaving  the  top : — 

First  rou — Under  three,  over  two,  under  two,  over  two,  under  two,  over 
three,  under  two,  over  two,  under  two. 

Second  roiu— Oxer  one,  under  two,  over  two,  under  two,  over  two,  under  one, 
over  two,  under  two,  over  two,  under  one,  over  two. 

Third  voir — Over  three,  under  two,  over  two,  under  two,  over  two,  under 
three,  over  two,  under  two,  over  two. 

Fourth  row — Under  one,  over  two,  under  two,  over  two,  under  two,  over 
one,  under  two,  over  two,  under  two,  over  two,  under  one. 

Fifth  rov — Under  three,  over  two,  under  two,  over  three,  under  two,  over 
two,  under  three,  over  two,  under  one. 

Sixtli  row — Over  one,  under  two,  over  two,  under  one,  over  two,  under  two, 
over  one,  under  two,  over  two,  under  one,  over  two,  under  one. 

Thirty-seventh  row — Under  one,  over  one,  under  two,  over  two,  under  two, 
over  two,  under  three,  over  one,  under  one,  over  one,  under  one,  over  two. 

In  weaving  the  top  begin  in  the  center ;  '*  under  three  "  means  under  the 
three  center  ones  of  the  first  row,  then  over  two,  under  two,  over  two,  etc.,  are 
the  directions  for  weaving  at  the  right  of  the  center.  Then  the  same  must  be 
repeated  at  the  left  of  the  center.  In  short,  these  directions  are  for  the  center 
and  one  side,  and  the  other  side  must  be  woven  in  the  same  wav. 

After  the  sixth  row  has  been  completed,  a  tiny  thread  may  be  tied  to  show 
that  it  is  the  sixth  row,  then  tlie  first  row  is  woven  again,  then  the  second,  and 
so  on,  until  six  more  rows  ha\'e  been  wo^en.  Continue  weaving  until  six  groups 
of  sixes  or  thirty-six  rows  have  been  completed,  then  the  thirty-seventh  row  is 
made,  and  after  that  the  groups  are  woven  backwards ;  thus,  directly  after  the 
thirty-seventh  the  sixth  is  made,  then  the  fifth,  fourth,  tliird,  second,  first.  A 
tiny  thread  is  again  used,  this  time  to  mark  the  first  row.  Ivext  the  sixth  is 
again  woven,  the  fifth,  and  so  on,  until  six  grou]is  or  thirty-six  rows  have  been 
.  woven  backw^ards.  The  material  for  the  top  should  be  damp  when  working 
and  the  pieces  kept  as  nearly  liorizontal  and  vertical  as  possible. 


RATTAX   FOOTSTOOL.  101 

A  soft  padding  of  sevoial  thicknesses  of  glazed  wadding  may  now  be  firmly  ^^*J^^^^°^ 
tacked  to  the  wooden  top  of  the  stool. 

While  damp  the  center  of  the  woven  top  is  pnt  o\'er  the  center  of  the  wooden  Fastening  the 
top  and  held  by  a  brad  unlil  tlic  top  lias  been  firmly  and  evenly  drawn  over  the  the  wooden 
padding  and  tacked  securely  alxmt  midway  on  the  edge  of  the  top.  *°p- 

The  edges  are  then  neatly  trimmed,  and  a  three  strand  braid  of  Xo.  2  rattan 
is  made  to  cover  the  edge  of  the  top  and  conceal  the  tacks  which  hold  the  woven 

o  \  ^  Making  the 

top  in  ])lace.      One  of  the  most  difficult  tasks  is  the  splicing  of  this  three  strand  rattan  braid, 
braid  so  that  it  looks  well  finished.      The  braid  should  be  securely  tacked  with 
Avire  brads  Xo.  17.      The  two  ends  of  the  braid  are  brought  together,  with  sev- 
eral inches  to  s])are,  and  one  end  of  the  l)raid  is  woven  or  braided  into  the  begin-  the'brlw. 
ning  of  the  braid,  the  strands  in  the  end  overlapping  and  exactly  following  the 
corresponding  strands  of  the  beginning. 

Wooden  or  rattan  betwells  may  be  purchased  for  a  few  cents,  and  these  are 
glued  to  the  dowels,  after  they  have  been  fitted  and  the  stool  made  plumb. 

The  footstool  is  now  readv  for  tlie  finishiu-o;  touches.      First  a  fine  sandpaper 

11  ••  C1I1  11  •  1  111      Finishing 

is  used  over  the  entire  stool,  then  it  is  eareiully  brushed,  uext  singed,  and  lastly  touches, 
may  be  shellacked  or  stained. 

If  the  top  is  made  a  little  smaller,  the  dowels  eonsiderablv  lengthened  and 

J^  .  '  Thitabourette. 

the  spokes  and  rattan  finish  made  longer,  a  very  satisfactory  tabourette  may  be 
made  bv  usins;  these  directions. 


/5 

w 

Q 

o 
o 
w 

o 

3Q 


("II  AFTER     XIV. 

FIRST    YEAK    OT    SCHOOL    (^ARDEX    WOEK. 

Seventeen  boys  and  girls  carried  on  our  garden.  Their  ages  ranged  from 
twelve  to  fourteen  years,  so  they  were  not  only  old  enough  to  do  most  of  the 
work  and  take  a  real  and  permanent  interest  in  the  garden,  but  also  old  enough  t(» 
obtain  good  results. 

Much  of  the  work  of  the  grade  from  April  to  July  was  based  upon  the  gar- 
den. Measuring  the  garden  and  drawing  to  scale  with  examples  connected  with 
the  work  formed  the  basis  for  the  arithmetic.  Xew  words  used  in  talking  about 
the  garden  made  part  of  the  s})elling  lessons,  and  watching  the  growth  of  the  Basis  for 
seeds  and  young  seedlings  supplied  plenty  of  nature  study.  The  germinating 
seeds  in  different  stages  suggested  artistic  w^ater-color  sketches,  while  the  his- 
tories of  the  plants  from  the  germinating  seeds  to  the  well-formed  young  seed- 
lings were  excellent  subjects  for  written  work, 

We  began  early  List  spring  to  plan  for  the  garden.  A  plot  of  ground  one 
hundred  and  eighty  feet  by  fifty  feet  was  selected  on  the  campus  in  front  of  Description  of 
the  school  buildings.  The  length  of  the  garden  extended  about  north  and  south,  ^^'^  garden, 
and  it  was  separated  from  the  main  part  of  the  campus  on  the  west  by  a  row 
of  willow  trees.  The  position  was  fairly  good,  the  soil  was  a  sandy  loam  of 
good  quality,  and  the  ground  was  nearly,  level  except  that  it  sloped  somewdiat 
toward  the  south.  Water  could  easily  be  obtained  from  the  underground  pipes 
used  in  watering  the  campus.      In  March,  horse-dressing  was  first  spread  over  „ 

o  1  '  o  I  Preparation 

the  ground  and  plowed  in,  then  peat  was  added,  and  the  whole  harrowed.  About  of  ground, 
the  first  of  April  the  pupils  began  to  work  in  the  garden.  From  this  time  on, 
the  work,  depending  upon  the  weather,  the  condition  and  the  necessities  of  the 
garden,  was  carried  on  along  two  lines.  The  work  out  of  doors  on  pleasant  days 
consisted  in  preparing  the  gTound,  laying  out  the  ground,  weeding,  thinning, 
transplanting,  hoeing,  and  raking.  The  work  in  the  schoolroom  on  cold  and 
rainy  days  and  when  no  immediate  work  in  the  garden  was  necessary,  consisted 
of  talks  on  the  preparation  of  the  garden,  the  selection  of  seeds,  the  condition 
of  growth,  the  plan  of  the  garden,  the  study  of  the  germinal  ion  of  the  various 


Km; 


I  X  DrSTEIAL- SOCIAL     IvDUCATIOX, 


Tools  iifetlfU. 


Measuring 
the  ground. 


Preparatory 
talks. 


Sending  for 
catalogues. 


?ee(.ls,  aiul  Avriting  a  diarv  of  what  was  done  each  dav.  Tlie  work  indoors 
depended  entirely  n])()n  the  ont-of-door  work. 

The  ordinary  tools  that  we  found  the  children  needed  were  spades,  forks, 
hoes,  rakes,  trowels,  and  a  wlieell)arrow.  A  surveyor's  chain  or  some  way  of 
measuring  the  garden  was  also  necessary. 

The  first  thing  that  the  children  did  in  the  garden  was  to  measure  the  ground 
so  that  they  would  know  where  to  make  the  beds.  With  the  surveyor's  chain 
they  measured  the  width  at  each  end,  finding  that  they  were  unequal,  and  the 
length  of  the  garden.  The  children  measured  in  groups,  and  the  results  varied 
so  much  after  the  first  measurement  that  the  work  had  to  l)e  repeated  until  the 
results  were  satisfactory.  Then  the  larger  boys  pulled  out  the  sods  while  tlie 
others  leveled  ofi"  the  "round  and  raked  it  over. 

In  the  meantime,  we  had  commenced  the  work  indoors  with  talks  on  the 
garden.  We  considered  what  ])lants  needed  to  make  them  grow,  namely:  Food, 
air,  sunshine,  and  moisture.  The  sources  of  food  supplies  were  discussed,  and 
the  diiferent  kinds  of  dressing,  Avith  the  advantages  of  each.  Sunshine  and  a 
certain  amount  of  moisture  were  also  considered  necessary.  One  of  the  essen- 
tials in  starting  a  gooil  garden  is  good  seed.  The  next  question  to  decide  was 
where  and  what  kinds  of  seeds  to  buy.  The  children  wrote  letters  asking  for 
catalogues.  The  best  letters  were  sent  and  a  good  supply  of  catalogues  was 
o])tained.  The  kind  of  seeds  to  l)e  planted  was  soon  decided,  for  we  wished  to 
plant  during  the  first  year  only  the  most  hardy  seeds  as  peas,  beans,  corn,  squash, 
radish,  lettuce,  beets,  spinach,  an<l  cucundjers. 

While  the  children  were  still  pre]iaring  the  ground,  and  before  we  could 
plant,  it  was  necessary  to  make  a  general  p]an  of  the  garden,  so  that  we  should 
not  only  plant  the  different  seeds  in  the  places  best  suited  to  their  needs,  but 
also  that  the  plants  should  not  shade  one  another.  We  wished  to  con.ceal  on 
the  east  side  of  the  garden  a  tall  board  fence  extendino'  the  entire  length,  so  we 
planned  to  have  a  row  of  sweet  peas  half  the  length  and  nasturtiums  along  the 
other  half  of  the  fence.  As  the  east  side  of  the  garden  was  higher  and  drier, 
we  decided  to  plant  the  early  peas  in  two  long  rows  the  entire  length  of  the  gar- 
den just  in  front  of  the  sweet  peas  and  nasturtiums.  Beside  the  peas  we  wished 
to  ])lant  something  that  came  later  and  Avould  not  shade  them,  and  so  placed  the 
corn  here.  Just  in  front  of  the  corn  came  the  beans.  The  next  section  was 
left  for  corn,  squash,  transplanted  lettuce,  and  radish  beds.  Then  the  tomato 
plants  extended  the  entire  length  of  the  garden.  The  last  section  next  to  the 
lawn  was  reserved  for  the  cucumbers  and  squashes,  with  the  sunniest  corner  for 
the  onion,  beet,  spinach,  and  lettuce  beds.      Between  the  rows  and  beds,  every- 


X 

►J 


Pi 


t    „„„.,..„. „   „ 

^■wliero,  M'alks  were  loft.      Tliis  was  our  liYMioral  yilaii  as  wo  fliscussed  il  with  tlio 
^'(•liildnMi,  and  tli(>  one  Itv  wliioli  wo  ])laiito(I.      Later,  oacli  child  drow  to  scale  apia,j]„a,]e 
plan  of  tho  gardoii.       First,   th(^  (•utliiio   was  drawn,   and    tlnii   as  oaoli   row  of ''J' ^''"''''■'^''^■ 
seeds  was  planted,  it  was  indicated  in  its  projx'r  place  on  the  plans. 

tWe  Avere  obliged  to  wait  until  nearly  the  last  id"  April  het'ore  llio  ground  was 
in  proper  condition  for  planting.  At  last,  on  tlie  Iwonly-third  of  April,  tho 
peas  were  soaked,  and  on  the  next  day  a  long  I'ow  was  planted.  This  was  followed 
1)}^  a  second  row.  l>y  this  time,  the  lettnce  bed  was  ready,  and  some  of  the  seeds 
were  Inirried  into  the  ground.  The  lettuce  was  planted  several  times,  so  that 
it  should  be  ready  for  use  at  different  times.  On  iho  seventh  (d'  May,  we  were 
encouraged  by  the  appearance  of  the  peas  ])lautod  in  ilio  first  row.  The  i>nion  First  liiantiiiK. 
settings,  spinach,  beet,  and  radish  seeds  were  soon  ])lanto(l.  By  liio  eighth  of 
Alay  the  first  lettuce  had  appeared,  just  breaking  through  the  gi-onnd.  It  was 
fine  weather  then,  and  getting  late,  so  that  we  had  to  hasten  with  the  remaining 
seeds,  and  the  beans,  cucumbers,  squash,  and  tomato  seeds  were  soon  in  the 
ground. 

Wliile  we  were  planting  seeds  we  were  studying  in  the  house  the  early  stages 
of  the  sprouting  seeds.  We  studied  the  dry  seed,  the  soaked  seed,  and  then  the 
very  young  seedling.  We  studied  the  pea  first  because  it  came  up  first  in  the 
•garden,  and  by  the  time  the  ])eas  were  ready  to  thin  in  the  garden  we  were 
ready  to  studv  them.  After  that  we  watched  their  <irowth  in  the  garden.  The 
history  of  the  develo])nient  of  the  radish,  bean  and  corn  were  studied,  and 
sketches  we're  made  in  water-colors.      By  that  time  nearly  all  of  the  seedlings  study  of 

1  111-  1      r  1  1  /  \  I  Ti  gt'rminatioii. 

Avere  up,  and  we  watclied  their  growth  from  day  to  day.  Ono  day  we  studied 
the  lettuce  bed.  The  class  formed  a  line  ai'onnd  the  IxmI  and  noticed  how  tall 
the  plants  had  grown,  where  the  largest  plants  were,  and  when  ])ossible  the  best 
conditions  for  growth.  Tn  tliis  way  we  studied  the  ditferent  beds  as  the  seed- 
lings grew  large  enough ;  the  lettuce,  the  peas,  the  radish,  the  bush  beans,  and 
the  cucumbers.  The  work  indoors  at  this  time  consisted  partly  in  keeping  a 
record  in  diary  form  of  what  was  seen  out  of  doors.  Here  is  a  copy  of  one  page 
from  a  child's  diary: — 

OUR  RADISH   BED. 

-lime  11. 

Our  largest  radishes  are  live  and  one  half  inches  higli.  Tlit-y  liave  ti\e  leaves  besitles  the  seed- 
leaves.  Our  smallest  radish  plants  are  one  inch  high.  They  have  four  leaves  besides  the  seed- 
leaves.  The  seed-leaves  are  shaped  like  a  heart.  The  regular  leaves  are  shaped  like  an  oval. 
Where  the  radishes  grow  thickest  the  roots  are  cylin<lrical  in  form.  Wliore  tlio  radishes  grow 
thinnest  the  roots  are  spherical  in  form. 


110 


IXDUSTRIAL- SOCIAL    EDUCATIOX. 


('hilrt'?  tiiary. 


Hoeiug  ami 
ueedmg. 


CONDITIONS   FOR  GOOD   GROWTH. 

The  plants  need  to  have  light,  room,  sunshine,  air,  protection,  and  food.  One  of  the  radish 
roots  that  was  one  and  one  quarter  inches  long  was  five  eighths  of  an  inch  wide.  Another  that  was 
one  and  one  eighth  inches  long  was  one  and  one  eighth  inches  wide.  The  plants  came  up  May  7. 
They  are  thirty-four  days  old  to-day.  We  are  going  to  sell  twelve  bunches  of  radishes  to  the 
Normal  School  for  sixty  cents. 

Part  of  the  time,  at  that  period,  had  to  bo  devoted  to  the  weeding  of  the  peas 
and  lettuce,  the  hoeing  of  the  corn  and  cucumbers,  the  thinning  out  of  some  of 
the  other  seedlings,  and  the  transplanting  of  some  of  the  lettuce.  At  the  last 
of  June  the  garden  was  iii  a  promising  condition.  The  peas  had  blossomed  and 
the  pods  had  begun  to  form,  some  of  the  lettuce  and  radishes  had  been  pulled 


PUPILS  WEEDING. 


Care  during 
summer. 


and  sold,  and  all  of  the  seedlings  were  nicely  started  and  the  garden  was  free 
from  weeds. 

During  the  summer,  the  garden  was  in  the  care  of  the  principal  of  the  school 
and  the  gardener,  and  tlie  vegetables  were  picked  as  they  ripened.  When  the 
children  returned  in  the  fall,  the  pea-^  and  most  of  the  beans  had  been  picked, 
although  some  beans  had  been  left  for  seed,  some  of  the  lettuce  was  still  in  good 
condition,  while  some  had  o'one  to  seed.      AVhile  most  of  the  radishes  had  been 


FIRST    YEAR    OF    SCirOOL    (JARDKX    WORK. 


11 


piillod,  pai't  of  tlieiii  had  been  left  for  seed.  The  eucuuibers  and  squashes  were 
ri|)e,  and  the  cucumber-vines  had  dried,  although  the  sqnash-vines  were  still  in 
l)loRsom   and  bore  squashes  in  all  stages.      The  spinach  and  onions  had   boon 


PL'PILS  TRANSPLAXTIXG. 


pulled,  but  the  corn  and  tomatoes  were  still  freshly  growing  and  needed  pickin, 
from  day  to  day.  The  beets  were  still  fresh  and  gTcen.  During  the  summer 
turnips  had  been  j^lanted  after  the  early  peas  were  ripe,  and  these  were  growing 
well  in  September. 

The  work  in  the  fall  was  carried  on  by  the  same  children,  wlin  had  now 
l)ecome  the  eighth  grade.  The  work  naturally  divided  itself  along  two  lines, 
the  harvesting  and  preparation  of  the  seeds  for  })lanting,  and  the  studying  of 
the  fruits  and  vegetables.  Seeds  like  the  squash,  cucumber,  and  tomato  seeds 
were  easily  prepared.  The  ripe  squashes  were  first  gathered  and  taken  into  the 
house,  then  with  a  stout  knife  the  squashes  were  opened,  the  seeds  removed, 
washed,  and  spread  out  to  dry.  After  a  few  days,  wlu>n  the  seeds  were  thor- 
oughly dry,  they  were  rubbed  apart,  i)laced  in  a  dish  and  labeled.  While  the 
radish  seeds  and  some  of  the  beans  were  shelled  by  hand,  most  of  the  beans  were 
thrashed  in  a  barrel.  The  corn  was  cut  from  the  stjlks  aiid  nart  of  it  husked, 
while  the  husks  on  some  of  the  ears  were  left  and  l)raided  to<>;ether  for  hanging 


<>■  F:ill  work. 


HarvestiiiK- 


Saving  seeds. 


s 


112  lynUSTRrAL- SOCIAL    EDUCATIOX. 

up.  As  the  fniir  was  gathered,  the  phmts  were  pulled  and  piled  together,  and 
so  the  garden  was  gradually  cleared  up.  The  beets  and  the  turnips  were  the 
last  gathered,  just  before  the  first  frost. 

In  the  meantime,  on  certain  days  of  the  week,  the  fruits  were  studied  in 
connection  with  the  entire  plant.      These  are  some  of  the  topics  considered, — 

study  of  fruits.    ,  .,  ,  ,,  ,..„  i-ci  •  i 

the  entire  plant;  tJie  growtli  antl  conditions  lor  growtli ;  size  ol  large  vines;  tlie 
flowers;  time  of  ai)pearaiice  and  color;  the  fruit,  arrangement;  development 
from  the  flower ;  shajie,  size,  color,  surface,  and  uses. 

During  the  season   many  of  the  vegetables  had  been  sold,   and  thirty-one 
dollars  had  been  realized.      For  safe  keeping  this  was  deposited  in  the  Hyannis 

Bankiiiff  bank.      One  afternoon  the,  entire  class  made  a  tri])  to  the  bank  and  each  child 

learned  how  to  de])osit  money  by  making  out  a  slip.  The  class  now  has  a  bank 
and  a  check  book  to  its  crcflit. 

Since  the  ])i'oper  use  of  money  is  quite  as  important  as  the  earning  of  it, 

Expenditures,  the  Spending  of  the  money  needed  careful  consideration.  It  was  decided  to  let 
the  class  use  some  of  it  for  a  uood  time.  During  one  lesson  the  class  took  the 
form  of  an  informal  meeting,  elected  a  chairman,  and  decided  upon  the  general 
arrangements.  After  much  discussion,  it  was  voted  that  each  child  might 
invite  one  friend,  and  that  refreshments,  which  were  not  to  exceed  in  expense 
five  dollars,  should  be  served.  A  committee  of  three  of  the  girls  was  elected  to 
arrange  for  the  refreshments  and  entertainment,  together  with  one  of  the 
teachers.  The  class  also  voted  to  invite  several  of  the  teachers  who  had  helped 
them  Avitli  the  garden.  The  invitations  were  written  in  due  form  as  a  class 
exercise,  and  sent.      As  a  result  forty  children  spent  a  happy  evening  playing 

Garden  class  games  iu  the  school  gymnasium.  The  rest  of  the  money  will  probably  be  put 
to  a  more  i)ractical  purpose.  The  class  voted  to  spend  some  of  the  money  to 
buy  twine  for  making  hammocks,  and  at  present  the  children  are  at  work  on 
the  hammocks.  In  spending  money,  they  are  taught  how  to  make  out  correctly 
all  the  bills,  checks,  receipts,  and  other  papers  used  in  the  handling  of  money. 
If  caring  for  a  garden  arouses  an  interest  and  a  love  for  growing  plants, 
and  imparts  knowledge  enouch  to  start  a  home  garden,  much  good  has  been  done. 


It 

■^.    < 

^  i^;^^                   '^'Tj^xL       -'.S^^^^^^l 

4^         ■'^'v-'.     -' 

SECOND   GRADE   GARDEN  -  TYPICAL   FLOWER   BED. 


CHAPTEK  XV. 


SECOXD  YEAR  OF  SCHOOL  GARDEN  WORK. 


This  is  the  second  vear  that  we  have  had  a  school  warden  in  connection  with 
the  training  school.  Last  year  the  seventh  grade  children,  seventeen  boys  and 
girls,  had  a  vegetable  garden.  The  work  of  the  garden  extended  through  the 
spring  and  autumn,  and  an  account  of  this  garden  may  be  found  in  a  preceding 
chapter.  This  spring  we  enlarged  the  garden,  and  tlie  children  of  three  grades, 
the  eighth,  the  fourth,  and  the  second  grades,  sixty-eight  in  all,  are  working 
in  the  garden. 

The  spring  work  connected  with  the  garden  of  the  eighth  grade  naturally 
depends  upon  the  actual  work  of  the  garden,  and  mav  be  divided  into  the  follow- 
mg  parts  :  1.  The  study  of  soils.  2.  Lessons  on  the  preparation  oi  the  garden, 
o.  The  prei)aration  of  the  garden.  4.  The  selection  of  seeds.  5.  The  plan  of 
the  garden.  6.  Laying  out  the  garden.  7.  Planting  the  seed.  8.  Study  of 
the  germination  of  some  of  the  seeds.  9.  Care  of  the  young  seedlings  and  the 
garden.  10.  The  study  of  the  young  seedlings  and  plants  in  the  garden.  Some 
of  the  regular  lessons  in  the  other  subjects — as  drawing,  language,  and  arith- 
metic— are  correlated  throughout  with  the  garden  study. 

An  examination  of  the  various  kinds  of  soils  available  for  gardens  makes  a 


Hi  IXDUSTRIAL- SOCIAL    EDUCATIOX. 

natural  introd-action,  in  This  grade,  to  the  work  in  the  early  spring.  The  vari- 
ous ways  in  which  soils  are  formed  and  the  agencies  at  work  in  their  formation 
may  be  seen  at  any  time.  Since  the  fertility  of  the  soil  depends  as  well  rm  the 
t(^\ture  and  the  amount  of  moisture  contained  as  upon  the  actual  amount  of 
plant  food,  the  physical  characteristics  of  the  soil  need  to  he  studied.      All  the 

Study  of  soil.     I'll- 

Study  of  soils  should  lead  to  the  recognition  and  a  l)etter  understanding  of  good 
garden  soil  and  some  of  its  ]u'ominent  characteristics,  such  as  the  following: 
1.  It  must  be  quick  to  work;  must  not  contain  too  much  clay.  2.  It  must  l:»e 
rich ;  contain  plenty  of  ayailiible  plant  food.  3.  It  must  be  easy  to  keep  in 
good  tilth;  free  from  rocks,  stumps,  etc.  4.  It  must  respond  quickly  to  fer- 
tilizing materials.  If  the  garden  soil  is  not  ideal  in  every  way  it  may  l)e 
improved,  and  a  lack  of  plant  food  is  easy  to  remedy  by  adding  fertilizers. 

With  the  older  children  who  know  something  about  gardening,  it  is  well  to 
talk  over  the  different  ways  of  preparing  the  ground  before  the  actual  work  is 
done  in  the  garden.  Some  of  the  questions  that  arise  may,  if  necessary,  wait 
for  answers  until  after  the  actual  work  in  the  garden.  The  gardener  plowed 
Preparation  |}^g  garden,  cartcd  the  dressing,  which  was  a  mixture  of  horse  and  cow  manure, 
spread  the  dressing,  and  harrowed  the  garden.  The  children  watched  the  plow- 
ing and  harrowing.  They  noticed  how  the  gardener  handled  the  plow,  where 
he  began  to  plow,  and  how  he  went  back  and  fcn-th  the  length  of  the  garden, 
what  the  plow  did  to  the  land,  and  the  parts  of  the  \Au\y  with  their  uses.  They 
found  the  depth  of  the  furrows.  The  children  also  sketched  the  plow,  and 
calculated  tlie  amount  of  dressing  used  on  the  warden.  After  the  garden  had 
been  plowed,  fertilized,  and  harrowed,  the  children  raked  it. 

In  the  schoolroom,  in  the  meantime,  the  kinds  of  seeds  had  been  discussed 
and  a  few  selected  for  planting.      The  seeds  of  radish,  lettuce,  peas,  beans,  beet, 
cucumber,  corn,  with  (inion  sets,  potatoes,  and  tonuito  phiiits  were  chosen.     These 
Discussion  of    wore   Selected   because   they   were  hardy   and    wonld   grow   well.      Some    were 
to  plant.  selected  for  early  and  some  for  late  planting.      Some,  as  peas,  radishes,  etc.. 

illustrate  planting  in  drills ;  others,  as  cucumbers  and  corn,  in  hills  ;  while  others, 
as  tomatoes  and  potatoes,  give  practice  in  handling  young  plants.  Each  child 
had  four  kinds  of  plants,  and  eacli  kind  illustrated  a  different  method  of  plant- 
ing or  cultivation. 

The  jilan  of  the  garden  depends  upon  two  features.  First,  we  wished  the 
garden,  when  the  plants  were  well  grown,  to  appear  as  one  garden,  like  any 
farmer's  well  kept  garden,  and  not  like  a  collection  of  eighteen  small  gardens. 
Secondly,  we  wished  each  eliild  to  have  a  plot  of  his  own.  The  following  dia- 
gram shows  how  the  two  ideas  have  been  carried  out,  and  the  illustration  will 


SECOND    YEAR   OF    SCHOOL   (iARDEX    WORK. 


11") 


show  the  unity  of  the  garden  in  the  rows  of  peas,  onions,  potatoes,  etc.      Each 

child  lias  a  plot  eighteen  by  twenty-five  feet,  and  his  area  of  potatoes  and  cuc\un- 

bers  continues  with  his  neighbor's  potatoes  and  cucumbers  on  either  side  of  him.  GarcUn  i.ian 

So  that  potatoes  extend  the  entire  length  of  the  garden,  as  well  as  the  corn, 

cucumbers,  tomatoes,  and  beans. 

The  garden  is  the  l)asis  for  truo  nature  studv.      A  warden  is  a  resort  for 
sparrows,  goLl  finches,  purple  finches,  yellow^  warblers,  and  other  birds.      The 


/ 

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7 

2. 

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8 

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1  O 

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1  o 

PLAN   OF  THE   EIGHTH   GRADE   GARDEN. 


1.    Tomatoes.        2.    Corn.        3.    Peas.        4.    Radish. 
7.    Beets.        8.    Beans.        9.    Potatoes. 


b.    Lettuce.       C.    Onions. 
10.    Cucumbers. 


earthworm,  toad,  tent  caterpillar,  June  beetle,  potato  bug  and  cucumber  beetle 
will  sooner  or  later  l)e  met,  and  should  be  studied,  for  we  need  to  know  whether 
they  are  friends  or  foes.  The  development  of  the  plants  themselves  is  interest- 
ing, and  we  wish  to  see  what  l:)ecomes  of  the  s?ed  leaves,  the  new  leaves,  the 
effect  of  sunlight  on  the  plants,  and  the  effect  of  rain  on  the  appearance  of  the 
whole  garden. 

The  entire  garden  covers  1 0,080  square  feet,  and  about  half  of  this  is  culti- 
vated by  the  fourth  grade  and  under  cultivation  for  the  first  time  for  many 
years,  and  is  therefore  hard  to  handle. 

The  fourth  grade  is  divided  into  seven  groups  of  three  children  each,  and 
each  group  has  a  plot  planted  with  three  different  kinds  of  vegetables.  These 
children  have  also  raked  their  garden,  laid  it  out,  planted  the  seed,  and  cared 
for  tlie  young  plants.  They  had  a  special  lesson  when  each  kind  of  seed  was 
planted.  The  process  of  planting  the  peas  will  illustrate  one  way  of  planting. 
1.  ]\rark  the  drill  with  stakes  and  string  stretched  from  stake  to  stake.  2.  Dig 
the  drill  with  a  hoe.  3.  Lay  the  peas  about  an  inch  apart  each  way.  4.  Cover 
the  peas  by  hoeing  the  soil  over  them.  5.  Press  the  soil  firmly  with  the  back 
of  the  hoe.  6.  Label  the  drill  with  two  labels  nuirked  with  the  name  of  the  seed 
and  date  on  one  side,  and  the  name  of  the  planter  on  the  other.  Place  one  label 
at  the  beginning  of  the  planting  and  one  at  the  end. 


Garden  basis 
for  nature 
study. 


Work  of 
fourth  sirade. 


Process  of 
planting. 


110 


liYDL'STEIAL- SOCIAL    p]DUCAT10X. 


Fourth  grailc 
diary. 


Flower  garden 
of  second 
grade. 


Each  child  has  kept  a  diary  containing-  a  record  of  the  work  done  in  the 
garden.  A  page  from  a  diary  of  a  fourth-grade  chihl  will  show  how  this  is  kept : 
"  May  22.  This  afternoon  Mr.  Murray  showed  ns  how  to  plant  melons.  First 
he  dng  a  large  romid  hole  and  almost  filled  it  with  dressing.  Then  he  mixed 
the  earth  with  the  dressing.  Then  he  sprinkled  about  ten  or  twelve  seeds  on 
each  hill  and  covered  them  with  about  an  inch  of  soil.  Then  he  patted  it  down 
with  the  hoe  and  built  a  little  ridge  around  the  hill  so  the  water  would  not  run 
off  when  the  hill  was  watered.      We  planted  ten  hills." 

The  children  of  the  second  grade  have  a  flower  garden.  The  children  of 
the  fourth  and  second  grades  have  studied  the  various  operations  of  the  garden, 
although  in  a  simpler  way  than  the  children  of  the  eighth  grade.  The  younger 
cliildren  were  taught  how  to  do  the  planting,  weeding,  etc.,  in  the  garden,  and 
afterwards  had  the  talks  in  the  schoolroom.  Each  child  of  the  second  grade  has 
a  plot  seven  by  eight  feet,  and  has  planted  four  packages  of  flower  seeds. 

The  work  with  the  younger  children  has  been  quite  different  from  that  with 
the  older  children,  and  needs  to  be  much  more  carefully  planned.      The  general 


1 

^>.- 

■'*^      '•     *■    • 

•  ^Ik< 

*^-'*»1-»         ^»-->- 

'#;^«i^^' 

MM^mm|i 

^ 

■1 

« 

IHI 

^H 

m 

SECOND   CtRADE  GARDEX  -  COSMOS. 


])lan  of  the  garden  should  be  simple,  so  that  the  children  may  lay  it  out  and  draw 

Simple  plan.    "  P^^^^  of  it.     The  plots  and  the  paths  should  be  of  a  size  that  may  be  easily 

measured  by  the  foot  rule  and  the  yardstick,  and  easily  reduced  to  drawing  on 

There  should  be  plenty  of  room  for  the  children  to  walk  about,  and 


paper. 


each  plot  should  be  narrow  enough  for  the  child  to  easily  reach  all  parts  of  it. 


SECOXD  YEAR  OF  SCHOOL  GAEDEX  WORK.       117 

Of  course  only  the  most  liardv  Howcr  seeds  an<l  those  most  easily  grown  and 
cared  for  should  be  selected. 

We  discovered  that  the  children  did  not  know  the  flowers  by  names,  and  so 
the  garden  was  planned  by  colors,  and  the  children  were  allowed  to  choose  the    ""'"^^  ^™^- 
color  of  the  flowers  Avhich  they  would  like  to  jilant. 

The  garden  is  rectangular  in  shape,  and  is  divided  b}'  paths  running  length- 
wise and  across  into  twenty-eight  rectangles  arranged  in  two  rows.  The  seeds 
of  orange-colored  flowers  were  planted  in  two  plots  at  one  of  the  extreme  ends, 
then  came  four  beds  planted  with  seeds  of  yellow  flowers,  then  four  of  white, 
six  of  scarlet,  two  of  white,  four  of  pink,  four  of  blue  and  two  of  purple  flower 
seeds.  The  main  object  was  to  plant  the  seeds  so  that  the  colors  should  not 
clash,  and,  if  possible,  should  blend  one  with  another.  The  orange-colored 
flowers  are,  marigolds.  Prince  of  Orange,  orange  ball,  dwarf  nasturtiums, 
eschscholtzia  or  California  poppy.  The  yellow  flowers  are,  marigolds,  African 
double,  El  Dorado  favorite,  lemon  yellow  eschscholtzia  or  California  poppy, 
calliopsis,  gaillardia,  sweet  sultan,  yellow  stocks,  and  canary  yellow.  The 
white  flowers  are,  mignonette,  zinnia,  candytuft,  sweet  alyssum,  lobelia, 
ageratum,  aster,  centaurea  marguerite,  phlox  Drummondii,  poppy  and  verbena. 
The  scarlet  flowers  are,  zinnia,  poppy,  stock,  gaillardia,  aster,  phlox  Drum- 
mondii, salvia,  and  verbena.  The  pink  flowers  are,  phlox,  pinks,  single  aster, 
marguerite  carnations,  zinnia,  poppy,  verbena,  Chinese  pinks  and  petunia. 
The  blue  flowers  are,  verbena,  bachelor's  buttons,  ageratum,  lobelia,  phlox,  aster, 
petunia,  stock,  verbena.  The  purple  flowers  are,  petunia,  stock,  larkspur, 
aster,   and  zinnia. 

The  care  of  the  young  plants,  the  watering,  weeding,  transplanting,  thin- 
ning, and  hoeing  have  begun  and  will  continue  during  the  summer  by  the  chil- 
dren and  the  students  of  the  summer  school.  The  harvesting  and  selling  of  the 
vegetables  have  also  begun ;  the  radishes,  lettuce,  and  peas  form  the  earlv  crop, 

111  1  1  -nil  1-1  •  1C11  Double  crops. 

and  the  plots  devoted  to  them  will  be  planted  with  turnip  seed  for  the  later  cro]i. 

The  work  in  the  autumn  will  consist  in  harvesting  the  crops  of  corn,  toma- 
toes, potatoes,  gathering  and  preparing  seed  for  the  spring  as  well  as  studying 
the  autumn  fruits. 

One  can  hardly  obtain  an  idea  of  the  interest  that  the  children  have  taken 
in  the  garden  from  a  description,  or  even  from  photographs,  without  actually 
seeing  the  children  at  work  in  the  garden.      In  the  eighth  grade,  although  each  ^^^^erest  of 

1  .-,  ■,  ,  .  o  &  &  5  &  Children. 

child  may  do  something  different,  he  knows  exactly  what  he  is  to  do,  and  goes 
to  work  with  a  will.  They  are  always  on  the  alert  to  find  something  new  in  the 
garden.      The  children  in  the  second  grade  need  more  careful  supervision,  but 


118  IXDUSTRIAL- SOCIAL    EDUCATIOX. 

are  always  busy.      Tlioy  seem  to  take  a  more  yital  interest  eyen  than  the  oMer 
cliilclren.      Some  of  the  children  of  the  fourth  grade  seem  less  deyoted  than  the 
others.      This  may  be  due  to  seyeral  causes.      It  may  be  because  they  "work  in 
fiifferent  groups  instead  of  singly  or  it  may  be  due  to  the  fact  that  the  class  contains  a 

grades.  f^^y  pupils  who  are  naturally  disinclined  to  work  of  any  kind.      But  eyen  these 

children  think  it  a  hardship  if  they  are  deprived  of  the  privilege  of  \yorking 
in  the  garden. 


LAYING   OUT  THE   GARDEN. 


CHAPTER    XVI. 


COKRELATION    OF    SCHOOL    GARDEX    WITH    OTHER    SUBJECTS. 


The  garden,  which  has  been  the  most  important  phase  of  om'  inihistrial 
work  in  the  spring,  has  formed  the  l)asis  of  much  of  the  regnhir  school  work. 
The  following  is  a  plan  of  the  work  for  the  second  and  fonrth  grades,  with  some 
typical  lessons  showing  the  correlation  with  the  number  and  language  work. 

General  Plan— 1.   P]'e[)ai-ation  of  the  ground.      2.    Talks  on  the  preparation  p,^,j,,f^^.,,^,^ 
of  the  oronnd.      3.   Layin<»'  out  the  e-arden.      4.   Plan  of  the  garden.      5.   Select- 
ing  the  seeds.    G.   Planting  the  seeds.    7.   Talks  on  planting  the  seeds.     8.   Study 
of  the  germination  of  various  seeds.      D.    Study  of  the  condition  of  growth. 
10.   Care  of  the  seedlings  in  the  bed. 

"What  they  saw  and  did  in  t\w  garden  and  their  reasons  for  doing  it  gave 
material  for  many  indoor  tnlks  in  the  language  period.  The  work  of  the  second 
grade  began  April  11,  when  the  pupils  w^atched  the  gardener  plow,  fertilize. 


120 


IXDUSTRIAL- SOCIAL    EDUCATION 


and  harrow  the  garden.  They  compared  the  unbroken  land  with  the  plowed 
and  with  the  harrowed  land.  They  named  the  parts  of  the  plow  and  harrow, 
and  discovered  their  uses.  Attention  was  called  to  the  way  in  Avliich  the  gar- 
dener plowed,  the  effect  of  plowing,  the  depth  of  the  furrow,  the  harrowing, 
and  the  necessity  of  mixing:  the  fertilizer  (plant  food)  with  the  soil.      Some  of 

Obscrvatioq  "^  ^  ... 

iind  language,  the  time  given  to  the  written  language  was  spent  in  writing  an  account  of  their 
work  in  diaries.      The  following  is  a  quotation  from  one  of  them : — 

"April  11.  We  watched  Mr.  Murray  plow  our  garden  to-day.  The  horse 
drew  the  plow  and  Mr.  Murray  held  the  handles.  The  plow  turns  the  earth 
over.  Mr.  Murray  began  to  plow  in  the  middle  of  the  garden.  He  named  the 
parts  of  the  plow.  They  are  the  handle,  the  knife,  the  molding  board,  the  shoe. 
Child's  diary,  the  toc,  the  laudsidc,  and  the  beam.  Frank  found  some  earthworms.  We  left 
them  in  the  garden  for  they  help  us.  They  soften  the  ground.  We  are  going 
to  plant  flower  seeds  in  our  garden. 

"  April  12.  .  Mr.  Robinson  harrowed  our  garden  to  make  the  earth  tine  and 
soft.  The  harrow  mixed  the  dressing  with  the  earth.  The  dressing  is  food 
for  the  plant.  The  harrow  has  three  sides.  On  one  side  there  are  five  iron 
teeth.  On  the  other  sides  there  are  six  teeth.  The  big  stone  kept  the  harrow 
do"^^^l." 

The  new^  words  that  came  up  in  the  language  lessons  were  written  on  the 
board  and  used  in  spelling  lessons. 

Another  phase  of  the  language  \\ox\  was  the  oral  and  written  reproduction 
of  stories  told  about  the  farmer,  his  friends  and  his  enemies,  seeds,  flowers,  and 
gardens.  The  children's  reproduction  was  sometimes  rearranged  by  the  teacher 
and  written  upon  the  board  or  printed  on  leaflets  for  the  reading  lessons. 

After  the  talks  on  the  preparation  of  the  soil,  the  children  were  told  such 
stories  as  "The  Farmer  and  the  Birds,"  "The  Little  Worm  that  Was  Glad  to 
be  Alive,"  in  Emilie  Poulsson's  "In  the  Child's  World" ;  "Carl  and  the  Earth- 
worm," in  Wiltse's  "Ivindergarten  Stories";  "The  Contented  Earthworm,"  in 
"Among  the  Meadow  People."  Some  of  Celia  Thaxter's  stories  and  poems  on 
Use  of  stories,  secds,  flowers,  and  her  garden  at  Appledore  were  used.  They  are  full  of  life 
and  love  for  all  growing  things,  and  helped  the  children  to  enter  into  the  spirit 
of  planting  and  caring  for  their  seeds.  After  planting  some  special  kinds  of 
seeds,  stories  were  read  like  "Clytie"  in  Flora  Cook's  "Xature  Myths,"  "The 
Story  of  the  Morning  Glory  Seed"  in  "Li  the  Child's  World,"  "Amy's  Garden" 
in  Wiltse's  stories,  "Ten  Peas  in  a  Pod"  in  "Boston  Collection  of  Kindergarten 
Stories."  Stories  like  "What  They  Did"  in  "In  the  Child's  World,"  and  ''" Blind 
Florette"  and  "The  Flower  Cluster"  in  Sheldon's  Fourth  Peader,  helped   to 


l■UKliELATl()^    OF    (iARDEX    WITH    OTHER    SUBJECTS.        121 

awaken  a  desire  to  give  pleasure  to  others  through  their  flowers.  The  children 
especially  enjoyed  "Peggy's  Garden,  and  What  Grcnv  Therein,"  by  Celia 
Thaxter.      It  furnished  material  for  nuiny  language  and  reading  lessons. 

The  number  work  for  nearly  a  month  was  based  upon  the  ])reparatiou  of 
the  ground,  the  laying  out  of  the  garden,  the  making  of  the  plan,  and  the  plant- 
ing of  the  seeds.  The  tables  of  twos,  fours,  sixes,  sevens,  eights,  and  tens  were 
taught.  Lessons  on  finding  the  area  and  perimeter  of  the  beds  and  paths  were 
given.  The  fractions  one  half,  one  fourth,  and  one  eighth  were  taught  and  used  Number  work, 
in  making  the  plan  of  the  garden.  (Scale,  one  eighth  of  an  inch  equals  one 
foot.)  The  class  w^ent  into  the  garden  and  were  told  that  each  child  was  to 
have  a  garden  of  his  own.  They  were  then  anxious  to  begin  work  in  their  own 
plots.  It  w-as  easy  then  to  show  the  necessity  of  laying  out  the  garden.  In 
measuring  the  garden  the  surveyor's  chain  was  used.  As  the  children  had  never 
seen  one,  a  lesson  on  measuring  with  the  chain  was  given  in  the  schoolroom. 
They  were  led  to  discover  that  the  chain  is  made  U])  of  fifty  links,  each  one  foot  Surveyor's 
long;  that  it  is  divided  by  counters  into  five  parts,  each  ten  feet  long;  that  the  *^*^*'"* 
first  counter  marking  the  first  ten  has  one  point,  the  second  two  points,  and  so 
on.  They  counted  by  tens  and  wrote  the  table  of  tens  upon  the  board,  and  in 
the  number  books  for  future  use.  The  chain  was  stretched  on  the  floor  and  the 
children  were  asked  to  walk  tAventy  feet,  tw^enty-four  feet,  thirty-five  feet,  forty- 
nine  feet,  and  tell  how  they  counted.  They  measureil  the  length  and  width  of 
the  schoolroom  floor  and  of  the  hall  floor  with  the  chain,  two  children  working- 
together.      They  soon  learned  to  work  independently. 

The  fourth  grade  pupils  marked  the  four  corners  of  the  second  grade  garden 
while  laj'ing  out  their  own.      The  second  grade  found  their  corners,  and  pro- Marking  off 
ceeded  to  measure  the  length  and  Mfidth  of  the  garden.      When  measuring,  the  ^'*'''^•^"• 
children  worked  in  groups  of  four,  two  with  the  chain,  one  with  the  mallet,  and 
one  with  the  stakes. 

In  the  number  lessons  given  the  first  of  May,  the  children  calculated  the 
number  of  laths  and  stakes  needed  for  marking  off  the  beds.  They  found  that 
two  two-foot  stakes  could  be  sawed  from  one  four-foot  lath;  that  two  laths  were 
needed  for  one  bed,  four  for  two,  and  so  on.  The  table  of  twos  was  written  Number 
and  copied.  Each  child  needed  four  stakes  for  one  bed.  Eight  were  needed  ^^  ^^" 
for  two,  twelve  for  three.  With  the  definite  aim  in  mind  to  find  the  number  of 
stakes  needed  in  the  garden,  the  children  counted  by  fours  to  112.  The  table 
of  fours  from  one  four  to  ten  fours  was  written  and  copied.  The  stakes  were 
sawed  by  the  fourth  grade  pupils. 

The  children  decided  to  lav  out  the  twentv-eight  beds  in  two  rows.      Thev 


l->2 


IXDUSTKIAL- SOCIAL    EDUCATIOX, 


An-aiiKemeii 
of  beds. 


wove  told  that  each  bed  should  l)e  eight  feet  long  and  se\'en  feet  wide.  The 
long  paths  and  the  strips  for  the  two  rows  were  marked  off  on  the  sides,  AB. 
CT),  Fig.  1.      The  cord  was  then  stretched  from  A  to  C,  1  to  3,  2  to  4,  and 


o 


tf 


W 


Fig.   I. 


]j  ti  >  D.  The  short  paths  and  beds  were  then  marked  off.  One  end  of  the  chain 
was  fastened  to  corner  A,  Fig.  2,  and  stretched  along  the  line  AB.  Stakes 
were  driven  along  this  line,  marking  oft"  two  feet  for  the  paths  and  seven  for 
the  beds.      The  side  CD  was  then  nuirked  oft"  in  the  same  way,  and  the  cord 


B 

■ 

fi 

1 

1, 

c 

■ 

■ 

) 

' 

3 

4 

6 

I'lr,.    LI. 


Phiii  of  bed 


Stretched.  Stakes  were  driven  at  1,  2,  3,  4,  and  so  on,  to  mark  the  beds.  The 
children  then  went  into  the  schoolroom  and  wrote  in  their  diaries.  One  child 
wrote  the  following:  ''We  measured  our  garden  Avith  the  chain.  It  is  128  feet 
long  and  twenty  feet  wide.  We  marked  our  l)eds  by  putting  laths  at  every 
corner.  The  paths  are  two  feet  wide.  Each  bed  is  eight  feet  long  and  seven 
feet  wide." 

The  number  class  estimated  and  measured  the  aiuount  of  cord  needed  to 
stretch  across  one  bed.  Fach  child  drew  a  plan  of  his  bed  on  the  board.  (Scale, 
one  inch  equals  one  foot,  Fig.  -'{.)  He  found  the  perimeter  of  his  bed  and  the 
amount  of  cord  needed,  in  feet  and  yards.  They  decided  that  eight  inches  of 
cord  were  needed  for  twisting  around  one  stake,  sixteen  for  two  stakes,  and  so 
ou.  A  part  of  the  table  of  eights  was  written.  Statements  like  the  following 
were  written  in  the  diaries :  "'  This  morning  I  measured  eleven  yards  of  cord 
for  my  bed.  This  afternoon  I  stretched  the  cord  around  the  bed.  We  took  u]) 
the  cord  we  stretched  vesterdav." 


CORRELATION    OF    GARDEN    WITH    OTHER   SUBJECTS. 


123 


The  children  decided  to  plant  their  flower  seeds  in  rows.  The  following 
is  a  number  lesson  in  which  the  children  estimated  the  amount  of  cord  and  the 
number  of  stakes  needed  for  marking  oif  the  rows.      Each  cbild  drew  a  plan  of 


Fig.   III. 


p2. 


i 


-r- 


Fig.  IV. 


Number 


his  bed  and  the  seven  rows  on  the  board.  (Scale,  one  inch  equals  one  foot,  Fig. 
4.)  He  found  the  number  needed  for  one  row  and  the  number  for  seven  rows, 
counting  by  twos.  He  found  that  two  yards  and  one  foot  of  cord  was  needed 
for  marking  one  row,  and  sixteen  yards  and  one  foot  for  seven  rows.  The 
amount  of  cord  allowed  for  twisting  and  tying  was  then  added.  The  cord  was  igggoQ 
measured  and  wound  for  the  afternoon's  work.  Tie  wrote  a  record  of  this  work 
in  the  diary  like  the  following :  ''  I  measured  off  eighteen  yards  of  cord  for  my 
rows  this  morning.  This  afternoon  I  marked  the  rows  with  the  stakes  and  cord. 
I  used  two  stakes  for  one  row  and  fourteen  for  seven  rows.  The  rows  are  one 
foot  apart." 

The  illustration  shows  the  beds  as  thev  looked  after  the  rows  were  marked. 
After  working  in  the  garden,  talking  about  their  experiences,  and  hearing  about 
Peggy's  garden,  the  children  made  stories  like  the  following:  ''Peggy's  Garden. 
This  story  is  about  a  little  girl.  Her  name  was  Peggy.  Peggy  lived  l)y  the 
sea.  She  was  a  thouo'htful  little  eirl.  She  was  kind  to  others.  PeffS'v  alwavs 
helped  her  mother.  She  had  a  little  l)rotlier.  His  name  was  Willie.  Willie  Language 
loved  Peggy.  Willie  and  Peggy  went  to  walk  by  the  sea.  When  spring  came  Wesson. 
Peggy  had  a  garden.  She  planted  flowers  in  her  garden.  Willie  helped  water 
the  garden.  Soon  the  seeds  came  up.  Peggy  had  to  weed  her  garden.  The 
flowers  grew  very  fast.  They  were  pretty  and  so  sweet."  Collections  of  these 
and  similar  stories  were  made  into  little  books  for  the  cliildren  in  the  second 
irrade  to  take  home. 

Tn  the  number  lessons  the  pupils  answered  many  of  the  questions  by  meas- 
uring and  counting.  At  the  close  of  each  lesson  the  addition  and  multiplication 
tables  were  written  on  the  board  and  copied.      The  number  facts  used  were 


lU  IXDUSTRTAL-SOriAL    EDFCATIOX. 

reviewed  by  a  short  drill.      Throughout  the  work  each  child  had  a  iuoti\'e  of  his 
own  for  doing  the  work,  and  was  anxious  to  know  the  results. 

Connecting  the  garden  work  so  closely  with  the  regular  school  work  brought 
New  interest,  morc  life  and  enthusiasm  into  the  schoolroom.  The  children  were  anxious  to 
estimate  and  measure  correctly,  for  they  saw,  in  the  garden,  the  immediate 
results  of  their  work.  They  were  eager  to  talk,  for  they  had  something  to  say, 
and  to  write,  because  they  had  somethinc:  to  write  about.  Peou'v  and  the  chil- 
dren  in  the  garden  stories  lived  for  them,  for  they,  too,  were  making  a  garden. 


FOURTH   ItKADE  GAKDEX  —  FIK>st   8LMMEK   SQUASHES. 

rHAPTP:K    XVII. 

SO.Ml-:    ADVAXTAGES    OF    .SCHOOL    GAEDEXS    AXT)    SUGGESTIOXS 

REGAin3IXG    THEM. 


As  has  been  stated  in  a  previous  chapter,  the  eighth  grade  ehiklren  each 
had  a  vegetable  garden  about  18  x  25  feet  and  sold  the  products  for  the  beuetit 
of  the  class  fund.  The  fourth  grade  class  raised  vegetables,  working  in  groups 
of  three  or  four  and  having  two  or  three  plots  for  the  Avhole  class.  Thev  sold 
only  about  enough  to  pay  for  their  seeds  and  took  the  rest  home.  The  second 
grade  children  each  had  a  flower  l)ed  S  x  7  feet  and  either  took  tlie  flowers  home 
or  gave  them  away. 

I  wish  that  time  and  space  would  allow  me  to  tell  you  some  of  the  stories 
connected  with  this^  garden  work — of  a  neighbor's  hens  which  would  get  out 
and  come  over  and  scratch  just  at  inopportune  times,  of  the  opportunities  for 
moral  lessons  where  the  children  had  a  very  personal  interest  and  were  the 
aggrieved  parties.  I  am  quite  sure  you  would  be  interested  in  some  of  the 
reports  taken  by  our  shorthand  reporter  on  the  garden  talks  of  the  children 
after  their  vacation,  and  in  some  of  the  letters  which  our  children  have  written 
to  and  received  from  the  children  in  the  Training  School  of  the  Willimantic 
Xormal  School.      I  shall  not,  however,  take  the  space  for  these  things,  but  will 


12(;  IXDr^STRlAL-SOCIAL    EDUCATIOX. 

instead  state  very  briefly  some  of  the  advantages  whieli  the  children  seem  to  he 
gaining  from  this  work,  and  offer  a  few  snggestions  which  may  possibly  prove 
helpfid  to  beginners  in  the  school  garden  work. 

Advantages  of  Work  ix  School  Gakdexs. 

1.  Takes  children  ont  of  doors ;   therefore  tends  to  break  np  machinedike 

routine  of  school  v/ork. 

2.  Gives  children  something  to  do. 

0.  Gives  children  an  opportnnity  to  plan  for  themselves. 

■i.  Gives  children  an  opportnnity  to  raise  vegetables  of  valne  in  the  market, 
therefore  connects  the  child  with  the  world  and  gives  him  a  feeling  of 
personal  power,  which  is  a  good  foundation  for  self-respect. 

5.  Helps  the  child  to  see  the  life  history  of  several  plants. 

6.  Helps  the  child  to  see  the  relatif)n  of  y)lant  life  to  soil,  snn  and  rain,  witli 

many  variations. 

7.  Helps  the  child  to  see  the  relation  of  ])lnnt  life  to  animal  life  as  to  the  lif(> 

of  insects,  birds,  man,  and  so  to  understand  the  dependence  of  man  on 

vegetable  and  animal  life. 
S.     Helps  the  child  to  see  ways  in  which  man  works  with  nature  to  modify 

and  improve  vegetable  life. 
9.      Enriches  the  mind  of  the  child  in  these  many  ways  so  that  he  expresses 

himself  througli  drawing,  number,  language,  and  gains  by  reading  geog-^ 

rapliy  and  history  inany  things  translated  by  his  garden  experiments. 

10.  Cultivates  a  respect  for  the  rights  of  others. 

11.  Cultivates  a  respect  for  the  ]u*operty  of  others. 

12.  Cultivates  a  res])ect  for  the  labor  of  others. 

13.  C'ultivates  a  feeling  of  kinship  with  la])orers  of  all  kinds. 

14.  Helps  to  make  the  scliool  life  more  natural  and  to  connect  it  with  the  home 

life  and  the  life  of  the  world. 

15.  It  broadens  and  enriches  the  whole  future  life  of  the  child. 

Suggestions  fob  Sen  ode  Gardens. 

1.  Have  some  kind  of  a  garden  for  at  least  two  of  the  nine  grades. 

2.  Commence  as  von  can.     Do  not  wait  luitil  evervthine;  is  to  vour  mind. 

The  way  will  open  u])  as  you  go. 

3.  liead  up  on  the  subject  and  be  encouraged. 

4.  Pay  as  vou  co. 


ADVAXTAGES    OF    SCHOOL    OARDEXS,  AXD    SUOOESTIOXS.    vir 

.").      Show  that  von  can  be  independoiit.      WIkmi  you  liavc  shown  your  ]»(iwci' 

to  go  alone,  aid  will  come  to  yon. 
(>.      ]\lake  verv  careful  plans  for  your  o-arden  early  in  Alarch. 
7.      Encourage  the  children  of  rhe  up]ier  grades  to  write  for  see<l  catalogues. 
S.      Study  these  catalogues  with  the  children,  and  let  them  tell  all  they  may 

haye  learned  at  home  about  gardening. 
!>.      Let  the  children  of  all  grades  haye  a  ]>art  in  deciding  wlial  they  arc  them- 

selyes  to  plant,  and  in  all  similar  questions. 

10.  Haye  the  children  measure  and  make  a  plan  of  the  whole  garden. 

11.  Plant  mostly  common  yegetables  which  the  fathers  and  mothers  will  rec- 

ognize as  worth  while.      Radishes  and  lettuce  are  fayorites,  as  they  are 
ready  for  use  so  quickly. 
1-2.      At  first  make  mnch  of  the  practical  aspect  of  gardening. 

13.  If  possible,  consult  a  good  gardener  often. 

14.  Obserye  those  people  who  are  struggling  for  a  liyelihood  ;  study  their  expe- 

riences and  be  guided  by  their  successes. 

L5.'     Let  the  work  be  just  as  natural  as  possible. 

16.  Do  not  spend  miicli  time  on  artificial  experiments,  such  as  cultiyating 
tropical  plants,  planting  beans  in  difi'erent  kinds  of  soils,  and  the  lik(\ 
This  is  collcii'e  work,  (^hildren  in  the  o-rades  need  to  learn  alioiit  thin;^s 
as  they  naturally  grow,  not  to  import  an  artificial  or  foreign  envii-on- 
ment. 

IT.  Be  quite  satisfied  if  the  children  are  getting  what  seem  to  you  but  com- 
monplace ideas,  so  long  as  the  work  is  ]ierfectly  natural  ami  is  furnish- 
ing a  basis  for  other  work  in  school. 

IS.'  Make  the  best  of  eyery  little  incident  which  may  come  uji,  turning  wliat 
look  like  disturbing  elements  into  helpful  ones. 

10.      Be  ever  hopeful  and  patient,  but  persistent,  and  all  will  come  right. 

20.  ITave  definite  aims  and  work  toward  them. 

21.  Let  the  school  garden  be  a  starting  point  for  many  exj)etlitions  to  other  gar- 

dens, to  parks,  and  to  the  country. 

22.  School  garden  work  is  especially  appropriate  f<ir  agricultural  conimuui- 

ties,  but  may  be  c'iven  to  advantage  in  most  cities. 


CHAPTER    XVIIL 


I 


...  2 


J 1  A  .M  M  U  C  K  -  M  A  K  1  N  G. 

Among  the  industries  Aveli  a<la])te(l  to  children  in  school,  haniiiiock-niakiiig 
takes  a  high  place.  This  was  selected  for  the  eighth  grade.  After  the  children 
had  gathered  the  harvest  and  made  everything  ti'iiu  and  snug  for  tlie  winter, 
rhej  had  $;>0  to  their  credit  in  the  Ilyannis  baid-:.  We  iiiinuMliatelv  sought  for 
something  for  them  to  do  during  the  winter,  and  found  that  hammock-making 
was  well  adapted  to  them.  They  voted  to  spend  part  of  their  money  foi-  the 
twine  and  other  necessities. 

The  materials  required  for  making  a  liaiiniiock  arc  twine, 
rings,  and  tools  consisting  of  a  needle,  mesh  ])in,  and  stick.  The 
twine  that  we  use  is  hsh  net  twine.  We  ohtain  Xo.  28  thread, 
soft  twine  in  large  bundles.  The  skeins  are  separated  and  each 
one  is  wound  in  a  large  hall  from  which  the  twine  is  used  for  wind- 
ing the  needle.  The  i-ings  are  ordinary  galvanized  inalleahh^  jjj^jp,.j.jIj,  ii^.^.^^, 
rings,  two  incdies  in  diameter,  and  two  are  needed  f(U-  ea(di  ham- 
mock. 

The  stick  is  sinijdy  a  smooth  round  stick  about  twelve  inches 
long  and  about  one  inch  in  diamet(M'.  A  ])iece  a  foot  long  sawed 
from  a  broom  handle  is  iust  the  thinu'. 

The  hammocks  that  we  liave  made  are  very  long,  al)out  ten  feet 
in  length,  and  very  full  and  wide.  The  size  of  the  mesh  is  four 
inches.  Both  the  siz(^  of  tlie  mesh  and  of  the  hanunock  may  vary, 
but  they  de])end  u])on  the  size  of  the  pin  and  ne(Mlle.  'Idle  needle 
must  not  be  broader  than  the  ]un,  aiul  the  mesh  is  just  twice  the 
circumference  of  the  ])in.  The  ])in  and  needle  may  be  whittled  size  of 
out  of  wood,  or,  if  car])enters'  tools  are  a\'ailable,  nmy  be  worked  ^'*"i"'"^''^'- 
out  in  better  shape  according  to  the  accomj)anying  <]iagrams.  The  mesh  ])in  is 
somewhat  more  difficult  to  make  than  the  stick.  It  is  nuide  oi'  wood,  either 
jiine  or  oak,  of  seven-eighths  inch  stock.  Select  a  good,  clear  ])iece  and  cnt  out 
a  block  seven  and  one  fourth  inches  long  ami  two  inches  wide.  On  both  ends 
mark  out  an  oval  as  indicated  in  the  ydan,  Fig.  1.      Then  place  the  block  in  the 


Fig.  ]. 
The  Me.sh  Pin 


i:50 


TXDFSTRIAL- SOCIAL    EDUCATIOX 


Making 
mesh  pin. 


Making  needle 


vise  or  clamp  and  plane  it  the  entire  length  to  tlic  marks.  Make  a  curved  line 
around  the  pin  one  and  three  fourths  inches  from  one  end.  \Yith  a  saw  make  a 
cut  along  this  line  three  thirty-seconds  of  an  inch  deep  and  remove  with  a  wood 
file  the  layer  of  wood  three  thirty-seconds  of  an  inch  thick  around  the  block  from 
the  curved  line  to  the  shorter  end.  The  mesh  pin  may  be  left  in  the  natural  state 
or  finished  by  smoothing  down  T\'itli   sandpaper  and  then  oiled  ':^    c 

(•r  shellacked. 

The  needle  is  the  most  difficult  tool  to  make,  and  require- 
some  time  and  skill.  Care  should  be  taken  in  selecting  the 
wood  to  ha\'e  it  tough,  close-grained,  and  free  from  imperfec- 
tions. We  have  found  hickory,  rock  maple,  and  lignum-vitiv 
adapted  to  this  purpose.  To  make  the  needle,  select  a  good, 
fine-grained  stick  three  sixteenths  of  an  inch  thick,  and  saw 
out  a  piece  thirteen  and  one  fourth  inches  long  and  one  and 
nine  sixteenths  inches  wide.  On  one  side  mark  out  the  needle 
according  to  the  accompanying  diagram,  Fig.  2.  The  fork, 
F,  is  made  by  cutting  out  a  large  rectangular  piece  with  a  bit 
and  saw.  At  the  base  of  tlie  fork  make  with  a  three  eighths 
inch  bit  three  borings  tangent  to  each  other,  to  the  base  of  the 
fork  and  to  the  side  lines.  The  holes  should  not  be  bored  en- 
tirely through  from  one  side,  but  only  half  way,  then  the  wood 
turned  and  finished  on  the  other  side.  The  needle  should  be 
held  horizontally  in  a  vise  to  prevent  the  wood  from  splitting. 
"With  a  rip  saw  cut  along  the  two  lines  A  and  B,  and  the  large 
piece  will  drop  out  of  the  end,  making  the  fork.  In  shaping 
the  point,  P,  of  the  needle,  saAv  along  the  two  inclined  lines 
C  and  J)  and  file  off  the  corners.  To  cut  out  the  eye,  E,  of 
the  needle,  make  twelve  tangent  borings  with  a  three  eighths 
inch  bit,  and  remove  the  pieces  of  wood.  The  irregularities 
may  be  filed  away.  All  the  corners  and  sharp  edges  should  be  smoothed  away 
and  the  whole  needle  sandpapered. 

Winding  the  Needle — The  needle  should  be  wound  as  closely  and  compactly 
as  possible  in  order  to  carry  a  great  deal  of  twine.  After  one  needleful  i-  used, 
the  needle  is  wound  again  and  the  ends  of  the  twine  tied  with  a  double  knot  as 
indicated  in  a  following  paragraph.  To  wind  tlie  needle,  hold  it  in  the  left 
hand  and  the  twine  in  the  right.  Make  a  loop  over  the  tongue  on  the  needle 
and  bring  the  twine  down  to  the  fork.  With  a  motion  of  the  left  hand  turn  the 
needle  over  towards  the  right  and  then  bring  the  twine  up  from  the  fork  on  the 


-u 


Fk;.  2.    Thk  KeeliLE. 

F,  the  fork:  P.  the  point: 

E.  the  eye  :  T. the 

tongue. 


I 


< 

o 
z 

I— ( 

i; 

•-4 
«5 


llAMMOClv    MAKIXC. 


1:53 


first  mesh. 


^ 


oilier  side  of  the  needle.      Take  aiiothci'  hxtp  oxer  the  tongue,  carry  the  twine  Winding 
<l(>\\ii  to  the  fork,  turn  the  needle,  cari'v  the  twine  up  on  the  other  side,  take  a 
loop  o\('i'  the  tongue,  ami   i-epeal    nnlil   the  need](>  is  full.      Then  cut  the  cord. 
(  'are  shonhl   he  takt'ii  to  wind  the  needle  eveidy,  piling  np  the  cord   wav  across 
the  fork  and  not  onl\'  in  one  place. 

Startiiuj  tlic  JJdin iiioc/r — When    the   needle  is   tinished   and    wound,   and   the  Making  the 
}>in  is  made,  one  is   ready  to  hegin   making  the  hammock.      To  make  the  first 
mesh,  wind  the  twine  twice  around  the  pin  and  tie  in  a  s(pnire  knot.       Slip  this 
oft'  the  pin  and  the  lirst  mesh  is  made. 

Tying  ninety  mesh  knots  is  the  next  step.  The  tirst  mesh  shonld  he  slipped 
o\-er  some  knol)  to  hold  it  while  working.  Hold  the  pin  in  the  left  hand  with 
the  fingers  on  the  uppei'  side  and  the  thnmh  underneath  with  the  ))ointed  edge 
of  the  ])in  a  wav  from  vou.  The  needle  is  worked  in  the  riffht  hand.  Witli  the 
mesh  ovei-  the  knoh,  hring  the  twine  over  and  aroiuid  the  pin,  Fig.  '•),  A,  and  put 
the  needle  u])  through  the  first  mesh,  Fig.  -'>,  15.  He  sure  that  the  square  knot. 
Fig.  3,  C,  is  midway  between  the  knoh  and  the  ])in.  Pull  the  twine  until  the' 
first  mesh.  Fig.  3,  B.  conu>s  against  the  o^]g;e  of  the  pin  and  hold  the  twine  firmly 

against  the  pin  with  the  forefinger.  To  tie 
the  knot  leave  the  twine  beyond  the  foi"e- 
finger  loose  in  a  loop.  Fig.  3,  1),  tliat  hangs 
down  over  the  l)ack  of  the  left  hand,  and  put 
the  needle  uj)  between  the  two  coils  oi'  the 
fii-st  mesh  and  the  twine  that  is  around  the 
pin,  thus  passing  through  the  loose  loop.  Fig. 
:>,  E.  Pull  the  needle  and  the  tM'ine  on  it 
gradually,  lifting  the  forefinger  as  the  knot 
tightens.  Slip  the  knot  ofi"  tlu'  pin  and  the 
second  mesh  is  made.  Jh'iuii'  the  twine  o\er 
the  ])in  and  proceed  as  before  to  tie  the 
second  mesh  knot.  In  this  way  tie  ninety 
mesh  knots,  taking  caiv  to  pull  eacdi  knot  tight  and  to  keej)  the  meshes 
all  the  same  size.  The  boy  at  tin'  i-ight  in  the  picture  is  tying  the  innety 
knots. 

Putting  the  Meslies  on  flic  Stick — When  ninety  knots  have  been  tied  the 
hammock  is  ready  to  go  on  the  stick.  Slip  the  ninetieth  mesh  over  the  stick 
first,  then  the  eighty-eighth  mesh,  the  eighty-sixth,  the  eighty-fourth,  and  every 
alternate  mesh  to  the  beginning.  Then  there  will  l)e  forty-five  loo])s  on  the  stick 
and  the  knots  Avill  be  arranged  in  two  i-ows  with  fortv-five  knots  in  each  row  and 


Fk).  3.     Tyini;  a  Mksf[  Knot. 


Second  stcj) 


134 


INDUSTKIAL-SOCIAL    KDICATION", 


TIk'  (ii-st  third 
(if  the 
hiiiinnocl;. 


I'liiting  two 
ends  of  twine. 


.Middle  third. 


J.uM  tiiird. 


I'uttiiif,'  on 
ends. 


llic  Iwine  at  tlic  left  end.      Tlicsc  arc  llic  tirst  t\\<i  rows  of  kiH>t>  of  llic  liiiiiiinock, 
and  should  look  like  llic  haiiiiiiock  lliat  the  l)oy  at  the  i'i,«ilit  is  hohliiii;-  ii]). 

The  stick  slioidd  he  hehl  tii'iidy  in  some  phicc,  as 
])ct\vecii  the  window  sill  and  the  sash.  'I'licii  tie  thir- 
teen more  rows  (»f  knots,  inakinii'  tiftecn  rows  in  all, 
or  one  third  of  the  hainniock.  Always  work  frcun  the 
left  to  the  rig'ht,  and,  when  the  end  of  a  row  is 
reached,  rnrn  the  stick  o\-ei-  to  hi-iiiii'  the  twine  at  the 
left  side  aiiain. 

Joiiiiin/  llic  Tirhic — When  all  the  twine  wonnd 
the  first  time  on  the  needle  h;is  heen  nsed,  the  needle 
ninst  he  wonnd  ;ii:;iin  and  the  ends  tied  with  a  do\d>le 
knot,  so  tlnit  they  will  not  slip.  The  donhle  knot  is 
tied  as  in  Fii>'.  4.  One  end  is  ]dacc<l  he-^idc  the  other 
so  that  the  Ion"'  and  short  ends  shall  in  each  case  he 
toi;-ether,  Fii>-.  4,  1.  'I'licn  tie  a  simple  knot,  pultiii!^- 
the  neodle  and  a  short  end  np  tln'oniih  the  loop,  Fiii'. 
4,  o.  Full  the  knot  h;ii-d.  pidlinif  each  end  sepa- 
rately, Fiii'.  4. 

The  Middle    Third   of   Ihe    IfdiiiiiioeL- — The    next 
fifteen  rows  aiv  nnidc  s<dnewhat  different  to  allow  for        ^""-  "i-   ^hk  ix.i-blk  knot. 
the  haooino'  of  the  hanimo(d<.        The  three  meshes  at  each  end  of  a  row  ari'  made 
sliii'litly  smallei'  hy  tyino'  the  knots  o\-er  the  simdl  end  ><i'  the   ])in.      'i'lie  orlier 
meshes  are  made  over  the  lariic  end,  as  in  the  first  fifteen  rows. 

The  last  thii'd  of  the  hammock  is  nuide  hy  tyinu'  fifteen  rows  of  knots  of  the 
large  size  as  in  the  Hrst  third  of  the  hammock,  ('are  shonld  he  taken  to  keej) 
the  rows  of  knots  straioht  across  ami  the  meshes  <d"  the  same  si/e. 

I'utliiKj  on  llie  Kiids — A\'hen  the  hammock  is  i-cady  for  the  rings,  tie  a  ring- 
to  some  sn])])ort,  as  th.e  hack  of  a  chair,  and  |tlace  it  ahont  two  feet  from  the  end 
of  the  hammock.  Pnt  the  needle  heai-ing  the  twine  ii|>  throngh  the  ring,  then 
throngh  the  iirst  mesh  and  tie  a  mesh  knot.  Pass  the  needle  again  n])  throngh 
tlie  ring  and  then  n])  throngh  the  sec((nd  and  third  meshes  and  tie  them  together 
with  a  mesh  knot.  Once  more  pass  the  needle  np  through  the  ring  and  then  no 
throngh  the  fonrth,  Hftli,  and  si.xth  meshes  and  tie  them  together  with  a  mesh 
knot.  In  this  way  go  across  the  width  of  the  hammock,  tying  ahernatcdy  two 
and  three  meshes  together,  nniking  a  long  loop  into  the  i-ing  after  each  knot. 
Then  gathei-  all  the  long  strings  (dose  to  the  rim:-  into  the  left  hand  and  wind 
the  twine  firmly  around  them  ahont  twentv-foni-  times,      ('ut  the  twine  and  imll 


HAMMOCK    MAKIXG. 


1:55 


llu'  ('11(1  iiiidcr  :i  few  of  llic  hist  \viii(liii<>s.  .Ahikc  the  (ttlior  piid  like  tlic  \\v>t, 
ami  tile  liaiiiiiKick  is  ready  lor  n<e. 

ilie  ditferent  stejis  iiiav  he  siiiiniicd  ii|)  as  follows: — 

rt'eparatorij — Ohtaiiiiiiii'  Iwiiie  aii<l  rings;  makiiiu'  stiek,  pin,  and  needle; 
winding  tlie  needle. 

Making  tlic  Ilaiiunuc/.- — Starting  hy  tying  a  s(inare  knot  ;  tying  ninety  mesh 
knots;  putting  on  ihe  stiek;  tying  thirteen  more  rows  of  mesh  knots,  nuiking 
fifteen  in  all;  joining  twine  with  a  donhlc  knot  when  neeessaiw  ;  tying  fifteen 
rows  of  knots  ha\iiig  three  meshes  at  each  end  smaller;  tving  fifteen  rows  of 
large  size  meshes ;  putting  on  the  ends. 

Each  of  the  nineteen  ehildi'en  in  the  eighth  grade  made  one  hammock  for 
himself  and  one  hammock  for  the  class.      A  few  have  nuide  a  third  one. 


Suiiiiiiary 


I 


Ll. 


CTIAPTEll    XIX. 

SEWIXG. 

One  of  the  lines  of  industrial  work  Avliieh  comes  close  to  the  life  of  the  iiirl 
in  the  home  is  sewing.  Xo  one  doubts  that  it  is  practical  for  a  girl  to  be  taught 
to  sew.  The  question  seems  to  be,  will  she  l>e  able  to  do  the  common,  everyday 
sewing  in  the  home  after  she  has  pursued  the  school  course  ?  Xot  long  ago  a 
girl  who  had  taken  a  course  of  sewing  in  school  was  asked  to  mend  the  sleeve  of 
her  dress.  Her  first  thought  was  that  she  must  have  a  square  hole,  because  that 
was  the  wav  in  which  she  had  been  tau2:ht.  Therefore,  she  cut  awav  the  cloth 
until  half  of  the  sleeve  was  gone  and  the  dress  ruined.  Whereupon  the  mother 
was  exceedingly  displeased  and,  luiturally,  dissatisfied  with  the  school  course. 
Xor  does  it  seem  unreasonable  for  a  mother  to  expect  that  the  child  sliall  be  able 
to  make  practical  application  of  what  she  has  been  taught  at  school. 

It  has  been  our  aim  in  teaehinp-  sewino-  to  have  it  connect  closelv  with  that 

o  o  .  Ann. 

of  the  home.  We  have  tried  to  oet  at  it  in  a  natural  wav  so  tluit  tlun-e  iniulit 
be  as  much  spontaneity  as  possible. 

In  the  class  there  are  eighteen  girls  of  the  seventh  and  nintli  grades.     Those 
of  the  ninth  had  received  some  instruction  in  sewing  last  year,  but  the  others 
had  not.      In  the  beginning,  it  was  somewhat  difficult  to  know  what  should  be  3^^^^^^ 
taken  first.      I  found,  however,  that  new  towels  and  coffee  bags  were  needed  in  the  work, 
the  dormitory,   and  ])lanned  to  use  these  as  a  beginning.      The  class  were  to 
receive  for  the  work  what  any  woman  would  be  pai<l  for  the  same.      Accordingly 
each  girl  cut  off  a  piece  of  toweling  to  hem.      Those  who  knew  about  it  went  to 
work  without  help.      The  others  made  an  attempt,  and  as  soon  as  tliey  found 
that  they  needed  to  know  how,  were  shown   the   right   way.      The   beginners 
naturally  took  the  most  interest  in  the  towels.      It  was  found  necessary,  at  th.is  sowint; som« 
point,  to  chana:e  the  work  for  the  others,  so  that  as  soon  as  a  towel  was  nicelv    '""^ "'  "^^ ! 

i  '  s  "  was  needed. 

finished,  the  pupil  was  allowed  to  cut  out  a  coffee  bag.  This  was  a  ste])  in 
advance,  as  it  called  for  the  use  of  some  other  stitches.  Our  ]dan  has  been  for 
the  girls  to  get  all  the  stitches  used  in  ordinary  sewing,  but  to  get  them  as  they 
needed  to  use  them  in  making  something  useful,  not  by  just  "sewing  stitches" 
as  the  children  sav. 


138 


I  X  DrSTRlAL-SOCIAL    KDUCATIOX 


Girls  furnished 
tools. 


Work-bag 

iR'eded 
ami  made. 


Freedom  in 
choosing 
article  to  be 
made. 


Kind  of  gar- 
ments made. 


Mending. 


Some  of  the  towels  have,  since  the  beoinniiig  of  the  garden  work,  been  sold 
to  the  eis'hth  ffrade,  and  in  this  wav  we  liave  been  able  to  connect  our  work  with 
the  work  of  another  grade  of  the  school. 

The  girls  brought  their  needles,  thind^les,  scissors,  etc.,  from  home,  some  of 
them  carrying:  them  back  and  forth  each  time.  Soon  it  seemed  necessarv  to  have 
a  work-bag.  They  were  consulted  about  it,  and  seemed  to  think  it  a  hap]w  idea. 
They  decided  about  the  color  and  kind  of  material.  Each  girl  brought  her  own, 
many  choosing  plain  colors,  such  as  pale  green,  pale  yellow,  and  old  l)lue  in 
some  durable  wash  material.  I  never,  for  a  moment,  doubted  the  advisability 
of  the  work-bags.  To  say  that  the  girls  were  interested  is  putting  it  mildly. 
Those  who  had  not  iinislied  the  other  things  hurried  so  that  they,  too,  might 
make  their  bags,  for  we  made  it  a  rule  that  we  must  finish  one  thing  before  start- 
ino-  another.  The  whole  secret  of  such  success  as  we  have  had  was  due  to  the 
fact  that  thev  were  making  something  which  thev  needed  and  desired  to  uiakf. 

After  this  the  girls  were  allowed  much  freedom  in  choosing  what  they 
desired  to  make,  and  those  who  wished  made  dainty  lawn  ties,  liemstitching  the 
ends,  and  finishing  the  sides  with  the  French  hem.  Others  made  kitchen  aprons 
for  themselves,  and  one  girl  partly  made  a  skirt.  About  this  time  they  were 
beginning  to  bring  in  things  without  my  suggesting  them,  thus  showing  an 
increased  interest  in  tlio  work.  One  girl,  the  youngest  in  the  class,  asked  if 
she  might  make  something  for  somebody  besides  herself,  and  when  told  that 
she  might,  spent  many  days  making  an  a]>ron  for  hor  grandmother.  ITas  not 
sewing  meant  something  more  than  stitches  to  her  'i 

At  the  present  time  we  are  working  on  shirt  waists,  undergarments,  and 
the  like.  Most  of  them  have  l)een  cut  out  at  home,  l»ut  it  is  far  better  to  have 
the  girls  do  that,  too,  and,  in  that  way,  learn  how  to  use  the  paper  patterns  so 
common  nowadays.  In  making  the  garments,  they  have  basted  them  and,  after 
having  them  fitted,  have  stitched  them  on  the  machine  in  the  dormitory.  We 
count  the  machine  stitching  valuable,  because  of  its  practicability.  Let  it  be- 
understood  that  the  children  are  required  to  have  some  proficiency  in  sewing  by 
hand  l)efore  they  are  allowed  to  use  the  machine  They  have  been  intensely 
interested  in  this  part  of  the  work,  because  they  have  been  making  something 
which  they  needed  and  could  wear. 

Our  work  has  not  been  entirely  confined  to  makiiio;  thiuii's.  We  have  done 
some  mending,  too.  Articles  which  had  been  worn  and  were  in  need  of  repair 
were  brought  from  home  and  made  as  nearly  whole  as  possible. 

We  stated  in  the  1)eginning  that  our  aim  was  a  close  connection  between  the 
life  of  the  home  and  that  of  the  school.      Let  us  see  if  this  lias,  in  anv  deji'ree, 


i 


I 


SEWIXC;.  139 

Ik'Ou  realized.      I  must  confess  that  none  of  tlie  cliiMi-cii   liavejjecome  seaui- 
stresses,  neither  has  anyone  taken  it  upon  herself  to  <lo  all  of  tlic  faniilv  mend- ^ouueition 

•  •  -1  1  1   1    '  1  of  school 

ing.      They  have,  however,  shown  a  growing  interest  in  the  \\<>vk,  and  have  been  and  home. 
('>]ieeially   well   pleased    when   they   could   come   to   school    wcarinu'   something 
wholly,  or  in  part,  made  by  themselves. 

The  parents,  too,  have  been  kind  in  expressing  their  appreciation.  One  of 
the  mothers  showed  her  attitude  in  a  vorv  ]iractical  way.      Her  daughter  brought 

,,,,  '  .  "^         -,    .        .      ,  ^"  .  Attitude  of 

a  kimono  to  make  for  hersell.       1  he  rest  were  interested  m  it  because  it  was  parents, 
something  they,  too,  could  wear,  and  it  was  also  different  from  the  things  they 
were  making.      They  inquired  about  the  pattern,  and  the  mother,  who  is  a  busy 
dressmaker,  took  the  time  to  cut  one  out  for  them. 

Another  wise  mother  realized  that  the  oidv  way  to  make  the  work  of  lasting 
value  was  to  have  some  direct  application  in  the  home.  She  suggested  to  her 
daughter  that,  since  she  had  been  taught  mendiniz;,  she  had  l)etter  mend  her  own 
stockings.  The  girl  not  only  assented,  but  helped  the  good  work  on  by  showing 
her  sister  how  to  mend. 

We  have  had  no  definitely  planned  course  this  year.      Our  work  has  been 
governed  entirely  by   the  needs  of  the  children.      While  a   systematic  course,  bourse  foiiow- 
looicallv  arraiii>ed,  mav  be  verv  helpful,  there  seems  to  be  danger  that  snch  a  "'Si "p^'''s  of 

O  .  >_'       7  e  I  1  o  ^  ^  ^       children. 

course  may  become  so  stereotyped  as  to  ]U'event  the  connection,  which  is  so  desir- 
able, between  the  work  and  the  life  of  the  children. 

We  feel  that  we  have  gained  a  great  deal  this  year.  The  children's  interest 
in  the  work  has  not  lagged.  They  have  acquired,  besides  the  knowledge  of  sew- 
ing, an  appreciation  of  the  amount  of  work  re(piire(l  to  make  a  garment,  and  a 
desire,  on  the  part  of  some,  to  be  helpful  in  sewing  at  home 


, 


CHILDREN    CAKKYiXG    HOME   PRODUCTS    FROM  THEIR    OWN    (lARDENS 
IN    BASKETS    MADE   BY   THEMSELVES. 


CHAPTER    XX. 


YACA^J^rOX    SCHOOLS. 


Great  good  has  already  been  accomplished  in  many  cities  l)y  A'acation  schools. 
But  I  believe  that  much  as  they  have  accomplished  in  their  «j\vn  legitimate  field, 
still  more  may  l)e  credited  to  them  in  the  way  of  indirect  influence  upon  the 
regular  school  curriculum. 

There  are  several  reasons  why  this  has  been  true.  Let  me  speak  of  two, 
viz.,  the  character  of  the  pupils  and  the  character  of  the  teachers.      In  the  first 

-  .  .  Character  of 

place,  the  vacation  school  has  had  to  deal  with  children,  for  the  most  part,  who  pupils, 
would  otherwise  have  been  on  the  street.  The  attendance  has  been  voluntary. 
There  were  rival  attractions.  It  has  therefore  been  necessary  to  interest  the 
children  and  to  bring  about  the  co-operation  of  the  parents.  Tliis  has  com- 
pelled consideration  of  the  child's  nature  and  home  as  well  as  of  his  neighborhood 
and  street  conditions.  In  a  report  on  the  Boston  Vacation  Schools,  Miss  Sarah 
Louise  Arnold  says :  "  The  vacation  school  should  afford  variety,  necessitate 
activity,  be  free  enough  to  avoid  the  elements  of  tension  and  strain,  should  be 
bright  and  interesting  to  serve  as  a  sul)stitute  for  normal  play,  which  is  the 
inalienable  right  of  childhood,  and  should  admit  of  irregular  nttendanco,  which 


142  INDUSTRIAL -SOCIAL    EDUCATIOX. 

seems  inevitable  in  the  vacation  school.  In  other  words  \ve  must  drop,  during 
the  summer,  many  of  the  traditions  which  determine  our  work  during  the  regu- 
lar school  year,  and  must  give  ourselves,  with  free  minds,  to  discover  what 
subjects  and  plans  of  work  will  interest,  instruct  and  satisfy  the  children,  wlio 
make  up  the  clientele  of  the  vacation  schools.  As  in  the  famous  recipe  for  hare 
soup,  the  cook  must  first  catch  the  hare,  so  in  arranging  for  vacation  schools  we 
must  first  discover  where  the  children  are,  how  they  live,  what  they  need  and 
what  they  enjoy,  before  we  can  hope  to  plan  a  curriculum  which  will  justify 
the  existence  of  the  school." 

The  leaders  of  the  movement  have  been  broad-minded  people  who  have  been 
wise  in  the  selection  of  instructors.  Many  of  these  instructors  have  been 
well  trained  teachers  of  experience  who  have  been  glad  of  the  opportunity  to 
give  some  of  their  best  thoughts  and  energies  to  this  work  if  only  they  might  be 
allowed  to  break  away  from  some  of  the  traditions  of  the  regular  schoolroom. 
Tliev  had  long  believed  that  a  different  curriculum,  with  more  emphasis  on 
Teachers  of  tlioso  subjccts  wliicli  take  the  children  out  of  doors  and  give  them  something  to 
expeneiue.  ^^^^  ^y^^.  tliemsclves,  would  be  more  helpful  for  the  children.  The  vacation  school 
has  given  just  the  kind  of  an  o])portnnity  desired.  It  would  be  interesting  to 
trace  the  development  of  the  ideas  of  these  teachers  as  they  appear  in  the  courses 
of  study  prescribed  from  year  to  year,  to  note  the  crude  beginnings,  the  evi- 
dences of  uncertainty,  of  adjustment  and  readjustment,  of  attempts  to  meet  the 
varving  needs  and  conditions.  It  lias  ovidentlv  been  slow,  tedious  work  and 
the  end  is  not  yet.  .Vnd  yet  when  one  glances  through  from  the  beginning  to  the 
present  time  he  is  ini]u-essed  with  the  great  strides  made.  Any  student  of 
pedagogy  will  find  it  well  wortli  his  time  to  study  somewhat  carefully  this  record 
of  successes  and  failures.  ]\Iiss  Arnold  bears  valuable  testimony  on  this  point 
as  follows:  "  A  failure  in  experiment  is  not  alwavs  a  mistake.  It  mav  be  made 
more  hel]iful  than  the  so-called  success.  It  was  necessary  in  attempting  this 
new  work  to  undertake  ex])eriments  for  the  sake  of  discovering  which  way  the 
path  of  wisdom  lay.  We  have  learned  that  certain  kinds  of  work  are  unsuccess- 
ful under  the  vacation  school  conditions.  We  have  become  assured  that  certain 
others  are  profitable.  We  are  lieginning  to  learn  how  to  adapt  ourselves  to 
vacation  school  conditions,  and  to  make  the  best  use  of  the  facilities  at  hand." 
Every  teacher  of  vacation  schools  and  ev^ery  person  who  is  interested  in  their 
Valuable  Organization  and  maintenance  will  find  it  lu-ofitable  to  read  some  of  the  manv 

reports.  . 

reports  on  vacation  schools.      The  following  are  particularly  suggestive: — 

'•  Outlines  of  Work  and  Occupations  in  the  Vacation  Schools  in  the  City 
of  Xew  York  for  July  and  August,  1902." 


(( 

a 


VACATIOX   SCHOOLS.  143 

"  Second  Annual  Report  of  tlie  Vacation  Schools  of  the  City  of  TTartfonl. 
Conn.,  for  the  Year  of  1902." 

Annual  Report  of  the  Massachusetts  Civic  League  for  1002,  Boston,  Mass."' 
Report  of  the  Committee  on  Vacation  Schools  of  Boston,  Mass.,  for  1902." 
Report  of  the  Committee  on  Vacation  Schools  of  Providence,  R.  T..  for 
1901." 

A  few  typical  programs  taken  from  these  reports,  and  from  otlier  sources, 
will  be  found  at  the  end  of  this  chapter. 

Teacheks  for  Vacation  Scuooes. 

The  best  teachers  for  vacation  schools  are  usually  those  who  understaml  and 
sympathize  with  children,  have  had  some  experience  and  are  able  to  adapt  tliciii- 
selves  to  new  conditions.  The  mistake  is  often  made  of  uassinc:  bv  such  a 
teacher  in  favor  of  one  technically  trained  who  knows  little  of  children,  is  not 
interested  in  subjects  other  than  his  own,  and  is  wedded  to  the  conventional  way 
of  presenting  this  subject.  Such  a  teacher  is  often  the  cause  of  discouragement 
and  failure  where  success  seemed  assured.  A  broad-minded  kindergartner  or 
a  successful  teacher  who  has  been  in  touch  w^ith  such  schools  as  the  Dewey  School 
of  Chicago  or  the  Horace  Mann  School  of  New  York  is  almost  sure  to  do  good 
work. 

Schoolroom. 


is 


The  idea  of  using  the  regular  s('hot)l  building  and  equipment  for  evening 
schools,  vacation  schools  and  play  schools  is  growing  in  popularity.  This 
arrangement  has  its  advantages  and  its  disadvantages.  If  no  schoolroom  is  at 
first  available,  any  room  Avith  plenty  of  windows  and  a  good  floor  will  do.  It 
mav  be  in  a  church,  a  vacant  house  or  factorv,  or  even  in  a  clean  barn. 

Furnishings. 

Xo  two  vacation  schoolrooms  have  ever  been  furnished  in  the  same  way. 
What  the  furnishings  shall  be  must  depend  upon  the  kinds  of  work  which  you 
expect  to  do.  In  any  event  it  should  be  as  simple  and  inexpensive  as  possible. 
If  the  children  are  old  enouiih  creat  oain  mioht  come  to  them  bv  allowing'  them 
to  help  in  making  the  equipment,  ^fr.  Josepli  Lee  has  recently  said  on  this 
subject  as  follows:  ''  The  Committee  has  felt  very  strongly  that  wliat  enlists  a 
boy's  loyalty  is  not  what  you  do  for  him,  but  what  you  get  him  to  (ht  for  you. 
We  have  accordin^Iv,  besides  ijromotini'  the  athletic  contests  in  which  the  bovs 


U4  INDUSTRIAL -SOCIAL    EDUCATION. 

represent  tlie  grouiKl,  got  the  boys  to  do  a  certain  amount  of  work  for  the  ground, 
picking  np  the  infinite  number  of  papers  which  are  scattered  there  every  night 
and  putting  them  in  barrels,  which  we  have  provided  for  the  purpose ;  picking 
up  the  pieces  of  glass  which  seem  to  take  the  place  of  dew  in  the  Xorth  End ; 
painting  our  rubbish  barrels,  making  our  bulletin  board,  hanging  up  and  taking 
down  the  swings  and  the  net  which  protects  the  children's  corner ;  bringing  out 
the  trapezes  and  the  standards  for  the  liigh  juni])  every  morning  and  taking 
them  back  at  night;  helping  to  roll  ;!nd  rake  the  ground,  and  other  services 
of  the  sort." 

At  Ifyannis,  avcII  ventilated  an<l  Avell  lighted  rooms,  with  plenty  of  black- 
l)oard  space,  were  very  simply  furnished  for  summer  work.  The  third  and 
fourth  vear  children  were  given  kindergarten  chairs  and  tables  and  a  few 
movable  desks.  Two  tables,  an  easel  and  a  few  good  pictures  with  fresh  flowers 
each  dav  completed  the  furnishings.  The  eighth  year  children  were  furnished 
with  simple  laboratory  tables  and  chairs,  a  few  books  and  such  specimens  of 
apparatus  as  they  needed.  Very  soon  both  rooms  were  decorated  with  the  results 
of  the  industrial  work  of  the  children.  This  furnished  a  continued  source  of 
interest  to  the  children  and  to  their  many  visitors. 

Equipmext. 

The  Providence  playgrounds  Avero  ]>r()vi(h'(l  with  swings,  climbing  ropes, 
hoops,  reins,  sand  heaps  and  trowels.  The  reading  rooms  were  equipped  with 
quiet  games  of  all  kinds,  pictnre  l)()oks,  and  also  with  a  case  of  books,  loaneil  by 
the  Providence  Public  Library.  In  some  ])laces  jumping  ropes,  bean  bags,  ring- 
toss,  ninepins,  balls,  bats,  quoits,  basket  ball  and  football  are  furnished. 

Great  interest  is  often  aroused  by  tournaments  and  contests  l)etwcen  mem- 
bers of  the  same  school  or  between  different  schools. 

For  rainy  days  provision  is  often  made  by  furnishing  checkers,  dominoes, 
authors,  and  similar  games,  with  dolls,  toys,  picture  ])ooks,  and  illustrated  chil- 
dren's books  and  papers. 

CHAKACTKlf    OK    THE    WoRIv. 

Keep  the  children  out  of  doors  just  as  nuicli  as  possible,  and,  wdiere  work 
must  be  done  in  the  house,  try  to  arrange  your  furniture  and  program  so  as  to 
have  very  frequent  free  exercises.  These  may  consist  of  physical  exercises  or 
of  industrial  work  or  of  both.  This  phase  of  the  work  is  much  more  important 
than  that  which  requires  the  children  to  be  confined  in  the  schoolroom  desk^ 
for  the  greater  part  of  the  morning.      If  only  regular  schoolrooms  are  provided, 


I 


A'ACATTOX    SCTTOOLS.  145 

luiVL'  a  parf  oi-  all  of"  the  desks  I'ciiiovcd  from  the  room.      .Muscular  activity  is 
necessary  for  upixM-  as  well  as  for  lower  grade  eliildreii. 

Subjects  'r.\r(;irr. 

Tlie  following  lines  of  work  lia\'e  been  found  valuaMc  in  various  vacation 
schools : — 

1.   Moruiii"'  e.xeirises.  5.   Kinderi>arten  work. 

i\   Physical  exercises.  (>.   Common  branches. 

?>.   jYature  study.  7.   Excursions. 

4.   ]\Ianual  training  or  industrial  woi-k.  8.   Reading  rooms. 

lender  manual  training  the  following  subjects  have  l)een  inclmled  :  Wood 
work,  iron  work,  caning,  cooking,  sewing,  sweeping,  dusting,  nursing,  care  of 
children,  hammock -making,  basketry,  hat -making,  gardening,  leather  work, 
dressmaking,  millinery,  knitting,  crocheting,  embroidery,  flower -making,  doll- 
making,  and  ])rinting. 

Pkogka.ms  of  Work. 

Day's  program  in  the  Chicago  Vacation  Schools  was  divided  into  four  parts, 
viz. : — 

1.  Xature  study.  3.   Manual  work. 

2.  Drawing.  4.   Musi(?  or  physical   exercises. 
Providence,  P.  I.,  reports  the  following  as  the  ]n'ogram  for  1001  : — 

8.30  to  9.00,  general  exercises  in  the  school  hall.  The  time  from  9  to  12 
Avas  divided  into  four  i)eriods  of  forty  minutes  each,  (^lasses  changed  work 
at  the  end  of  each  period.  Evei-y  Wednesday  there  was  an  excursion  to  the 
country  or  to  the  seashore.  The  outdoor  gymnasium  was  opened  for  boys  of 
over  fourteen. 

^ew  York  reports  for  vacation  school  work  three  periods  each  morning  for 
five  davs  of  the  week. 

Typical  day's  programs  for  second  and  third  school  years  are  as  follows: — • 

Monday. 

1.  Draw  familiar  objects,  as  bottle,  vase  forms,  etc. 

2.  Paint  leaves. 

3.  ]\Iake  dog  house. 

Tuesday, 

1.  Paint  flowers  aiid  leaves. 

2.  Design :  Border  for  a  doily  or  fan. 

3.  ]\rake  tent. 


UO  TXDrSTRlAL-SOnAL    EDUCATION". 

KiNDEKGAUTEN    ExERCISES. 

The  snninier  work  in  tlie  kindergarten  should  he  characterized  l)v  spontaneity 
iind  freedom.      The  play,  song,  stories,  mannal  work,  and  natnre  study  should 
center  around  the  vacation  time  of  the  year. 
Time  divisions  suggested  are  as  follows: — 
;>.00 — Opening  exercises  with  songs  of  greeting  and  conversati<>n  hearing  upon 

the  special  topics  selected  for  the  day  or  week. 
0.20 — Marching  and  rhythm  exercises, 
i).  30— First  period  of  tahle  work. 
10.00 — Play  and  games.      If  playground  is  shady  or  if  })ark  is  adjacent,  games 

should  often  he  out  of  doors. 
10.40 — Story  hour  or  general  exercises  l)earing  on  siuiimer  jirograni. 
11.00 — Second  period  of  table  work. 
11.40 — rdosing  circle  with  songs,  review,  etc. 

The  Hvannis  Vacation  School  arrani>ed  programs  like  the  following: — 


FouKTii  Grade — ]\roNDAY. 

S.OO — ^lorning  exercises. 

S.15 — Arithmetic — -solving  ])i-ohlems   which  arise  in  garden  work. 

8.40 — Garden  work. 

9.35 — Uecess — games  or  socials. 

0.55 — Language — oral  or  written  language  lessons  based  on  the  garden  and 
other  lines  of  industrial  work. 
10.25 — Reading — material  to  consist  of  stories  written  by  the  teacher  on  the 
board  regarding  the  industrial  work  and  of  poems  and  prose  litera- 
ture related  to  such  work. 
10.50— Closing  song. 

Four t  it  Ct r a t > e — T u e sd a y. 

S.OO — Morning  exercises. 

S.15 — History  or  geography — work  correlated  with  the  industrial  work. 

8.40 — Industrial  work — weaving  basketry  or  cardboard  work. 

0.35 — Recess. 

0.5  5 — Language. 
10.25— Reading. 
10.50 — CTosiuo'  sonc'. 


VACATIOX    SCHOOLS.  147 

Ek; iiTir  Gi;at>f. — Tuesday. 


8.00 — Morning  exercises. 

8.15 — Arithmetic — work  based  on  oar.lcni  work. 

8.45 — Gardening. 

0.40 — Eecess — games  or  Inndi  ]»arty. 
10.00 — Written  and  oral  language. 
10.45 — Mnsie. 
1 1 .00 — Dismissal. 

Eighth  Grade — Thursday, 

8.00 — Morning  exercises. 

8.15 — Printing. 

8.45 — Spelling  and  dictation. 

0.1 5 — Geography. 

0.40 — Recess. 
10.00 — Basketry-. 
1 0.45 — Language. 
11.00 — Dismissal. 


'pj 


UC  SOUTHERN  RFGIONAL  LIBRARY  FACILITY 


AA    000  647  786    3 


'v-'  i"\  L. 


Ar4Gt.L, 


